Teacher Transformational Leadership Practices and Their Implications on Students’ Academic Performance in Selected County Secondary Schools in Kirinyaga.
| dc.contributor.author | Jane Muriuki | |
| dc.date.accessioned | 2024-08-14T12:27:15Z | |
| dc.date.available | 2024-08-14T12:27:15Z | |
| dc.date.issued | 2024-08-14 | |
| dc.description.abstract | This study sought to determine the implications of teacher transformational leadership practices on students' academic performance in selected secondary schools in Kirinyaga County. The specific objectives were to determine the effect of teachers' idealized influence practices, individualized consideration practices, inspirational motivation practices, and intellectual stimulation practices on students' academic performance in selected County secondary schools in Kirinyaga County. This study was underpinned by transformational leadership theory, instructional leadership theory, and Walberg's Theory of education. The study adopted a pragmatic research philosophy and a convergent mixed-methods design. The population was 10,388 individuals from 22 county secondary schools in Kirinyaga County. The study adopted a stratified sampling method where 377 respondents were selected. Qualitative data was collected using semistructured interviews and focus group discussions, while quantitative data was collected using survey questionnaires. Nvivo Version 14 was used to analyze the qualitative data, while descriptive statistics and simple linear regressions were employed to analyze quantitative data using SPSS version 28. Descriptive findings demonstrated that many teachers agreed that transformational leadership practices are essential in fostering the school's academic performance. Idealized practices, individualized consideration, teachers' inspirational motivation, and intellectual stimulation had positive and statistically significant implications on students' academic performance. The descriptive and inferential results were supported by qualitative findings that teacher transformational leadership exhibited by teachers fosters students' academic performance. The study concludes that transformational leadership is essential in enhancing the teaching and learning experience in secondary schools. The practical implication of the study is that transformational leadership practices through teachers' idealized influence practices, individualized consideration practices, inspirational motivation practices, and intellectual stimulation practices are essential in the management of secondary schools and, hence, students' academic performance. Transformational leadership practices among teachers should be cultivated through mentorship programs organized in schools in conjunction with the Ministry of Education, Kenya Association of Education Administration and Management, leadership experts, and teachers' associations. In addition, teachers should be encouraged to engage in inservice training to enhance their leadership skills. | |
| dc.identifier.uri | https://repo.pacuniversity.ac.ke/handle/123456789/4477 | |
| dc.language.iso | en | |
| dc.publisher | PAC University | |
| dc.title | Teacher Transformational Leadership Practices and Their Implications on Students’ Academic Performance in Selected County Secondary Schools in Kirinyaga. | |
| dc.type | Thesis |