Influence Of Head Teachers’ Transactional Leadership Style On Teacher Service Delivery in Primary Schools In Nandi Central Sub-County, Kenya

Abstract

The purpose of this study was to find out the influence of transactional leadership style on teacher service delivery in primary schools in Nandi Central Sub-County, Kenya. The study objectives were to find out the contribution of contingent reward on teacher service delivery, examine the influence of passive management on teacher service delivery, investigate the influence of active management on teacher service delivery and suggest ways by which head teachers can enhance teachers’ service delivery in primary schools in Nandi central Sub-County. The target population comprised1536 teachers drawn from 193public primary schools in Nandi central Sub-County. Simple random sampling was used to select a sample of 174 teachers and purposive sampling was used to select58 head teachers from the target population. Furthermore, cluster sampling was used to select schools from every cluster in the Sub-County. The study used descriptive survey research design with both qualitative and quantitative approaches. This study used questionnaires to collect data from the teachers and interviews to collect data from the head teachers from the sampled schools. Quantitative data was analyzed using descriptive statistical techniques such as frequencies and percentages. Qualitative data was analyzed using transcriptive method. Validity of research instruments was assured through suggestions and advice given by colleagues, experts from school of education, supervisors and lectures for modification. The reliability index was determined using split-half method where it was piloted. The study findings showed that contingent reward in transactional leadership style impacts negatively on teacher service delivery. It is the responsibility of head teachers to ensure active management does not affect the level of autonomy of staff. Passive management has a positive influence on teacher’s service delivery. Transactional leadership style and its components enhance service delivery. Monitoring should be at a level that does not affect autonomy of the staff. Further research should be done in other counties that will focus on specific components and factors affecting teacher service delivery.