Influence of Principals’ Transformational Leadership on Students’ Performance at Kenya Certificate of Secondary Education in Makueni County, Kenya

Abstract

The study aimed to investigate the influence of principals’ transformational leadership style on students’ performance in Kenya Certificate Secondary Education in Makueni County, Kenya. The study was guided by the following objectives: determine principals’ idealized influence on student academic performance at KCSE, establish how principals’ inspirational motivation influences students’ achievement at K.C.S.E, assess how the principals’ intellectual stimulation influences the performance of students at K.C.S.E and establish influence of the principals’ individualized consideration on students’ academic success at K.C.S.E in Makueni. The theory of transformational leadership framework guided the study. Correlational design was adopted. The target population was 388 principals, 2121 teachers and 13 MoE officials. The sample consisted of purposive sampling, census, stratified and simple random sampling. The study selected a sample size of 111 principals, 729 teachers and 12 ministry of education officials. Data was collected using questionnaires and interview guide. Data was analyzed using both descriptive and inferential statistics. A pre-test method and the use of expert judgment by the supervisors was used to validate the questionnaires. Reliability of the tools was determined by use of Cronbach’s alpha with coefficient value of 0.85. The findings for H01 revealed a negative and strong significant coefficient between the indicators of principals idealize influence and students means score at K.C.S.E which included (r=-.213, p-value<0.05) respectively. The findings for H02 indicate a negative and strong significant coefficient between the indicators of principals’ inspirational motivation and students means score at K.C.S.E which included (r=-.217, p- value<0.05) respectively. H03 indicate a negative and strong significant coefficient between the indicators of principals’ intellectual stimulation component and students means score at K.C.S.E which included (r=-.195, p-value<0.05) respectively. H04 indicate a negative and strong significant coefficient between the indicators of principals individualized consideration and students means score at K.C.S.E. which included (r=-.195, p-value<0.05) respectively. The null hypotheses for idealized influence, inspirational motivation, intellectual stimulation and individualized consideration were rejected based on correlational analysis. Intellectual stimulation appeared to be the best and determining variable that moderated KCSE performance with (M= 4.18, SD=0.899). The study concluded that idealized influence, inspirational motivation, intellectual stimulation and individualized consideration negatively and significantly influence student performance at KCSE. The study recommends Ministry of Education under KEMI to hold seminars and trainings on Principals transformational leadership. The Teachers Service Commission to establish training programs on transformational leadership skills. Further research to be carried out on deputy principals, senior teacher, class teachers, and departmental heads transformational leadership style and its influence on students’ performance. The leadership dimensions of principals as identified in this study would be of great importance to learning institutions of the 21st century. It is mandatory to incorporate transformational leadership skills in the implementation of completing the secondary syllabus.