The Influence of head teachers’ value based leadership on teacher motivation in selected private schools Kasarani/Embakasi cluster

Abstract

Leadership and motivation are concepts with various meanings to different individuals. They affect the issues of teacher morale, performance and work environment, which have become a rising concern in private primary schools. Most private primary schools make annual budgetary provisions for bonuses, trips (local and abroad) and salary increments to improve teacher motivation, sometimes with little results. This study examined values based leadership principles of self-reflection, balanced perspective, true self-confidence and genuine humility and their influence on teacher motivation in private primary schools. It was anchored in the Authentic Leadership Theory by Bill George, who stipulates it as a set of values necessary for effective leadership. The study utilised a correlational research design. A structured questionnaire was administered to a stratified random sample of 149 teachers and 77 head teachers drawn from 120 private schools in seven zones in the Kasarani/Embakasi Private Schools Cluster. The data was generated using SPSS(v21.0) and analysed thematically. Exploratory data analysis was used to summarise the main characteristics of data generated. The data was transformed into composite scores and analysed using correlation and regression techniques. The study established that self reflection dimensions collectively explained 36.5% of the variance in teacher motivation, R2=.365; F(3) = 41.840, p<.01; with integrity in duty performance yielding the most significant effect size (B=.651, p<.01). Balanced perspective accounted for 70% of the variance in teacher motivation, R2=.700, F(5), 100.586, p<.01; with the motivation sub-dimension possessing the highest statistically significant explanatory power on teacher motivation (B=1.141, p<.01). Head teacher’s true self-confidence explained 47.3% of the variance in teacher motivation, R2=.473, F(3)= 42.175, p<.01, while trust and ability to link with others generating the most potent effect size (B=.438, p=.01). Genuine humility explained 40.2% of the variability in teacher motivation, R2=.402, F(1)= 96.121, p<.01 with a substantial and statistically significant effect size (B=.864, p<.01). In terms of practical implications, leadership practice calls for the cultivation of a culture of equity, knowledge sharing and collaborative spirit as well as resource (re)deployment into teacher empowerment and continuous professional leadership development. True self-confidence necessitates risk-taking, acting in the school’s best interest, exuding confidence in oneself and others, transmitting positive energy through being enthusiastic and giving hope for success. A culture of appreciation of the value of each person ought to be cascaded throughout the school fraternity. There is a potential return on investment in integrating integrity tests and value alignment into the hiring process. The study has affirmed Value based leadership as a helpful explanation for teacher motivation. Essential elements of authentic leadership for teacher motivation in private schools have been delineated. A similar study is recommended within the public-school context.