Transformational Leadership, Organizational Culture, and Institutional Performance of Technical and Vocational Education Training Collegesin the Nairobi Metropolis, Kenya
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Date
2025-12-03
Authors
Benson Kamau Ngwiri
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Publisher
PAC University
Abstract
In the evolving landscape of education, the role of leadership and organizational culture in influencing institutional performance is critical, particularly for Technical and Vocational Education and Training (TVET) colleges. TVET institutions face persistent challenges such as low graduate employability, institutional inefficiencies, weak national development impact, malpractice, poor strategic planning, and low staff and student morale. The general objective of this study was to establish the influence of transformational leadership and organizational culture on the institutional performance of TVET colleges in the Nairobi Metropolis, Kenya. This study examined the influence of transformational leadership—specifically inspirational motivation, individualized consideration, intellectual stimulation, and idealized influence—on the institutional performance of TVET colleges in the Nairobi Metropolis, Kenya. It also assessed the mediating role of organizational culture. Guided by the Transformational Leadership Theory, Leader-Member Exchange Theory, and Balanced Scorecard Framework, the study adopted a pragmatic philosophy and a convergent parallel mixed-methods design. A multi-stage sampling technique was used to select 367 participants from a population of 8,249 leaders across 687 registered TVET colleges. Data were collected through questionnaires, interviews, and focus group discussions. Quantitative data were analyzed using SPSS Version 29, while qualitative data underwent thematic analysis. Findings revealed a significant positive relationship between transformational leadership and institutional performance (β = 0.500, p = 0.000). The four transformational leadership components exhibited positive influence: Inspirational motivation (r=.762; p=0.000), Individualized Consideration (r=.352; p=0.000), Intellectual Stimulation (r=.330; p=0.000), and Idealized Influence (r=.399; p=0.000). Organizational culture significantly mediated this relationship (β = 0.477, p = 0.000). The study contributes to leadership and educational theory by highlighting the interconnectedness of leadership style, organizational culture, and institutional outcomes. It recommends strengthening leadership development, policy, and collaboration between TVET institutions and industry.