Transformational leadership as a predictor of effectiveness, satisfaction and dropout rate in adult education learners in eastern province, Kenya

Abstract

Kenya’s Vision 2030 requires a functionally literate adult population which can effectively contribute to economic production and participate in the democratic processes of the country. It is unfortunate that the 7.8 million (38.5%) of Kenya’s adult population is still illiterate (Kenya literacy survey 2007). With this current situation, adult learner retention should hold the attention of all adult educators in every type of program. The rate of relapsing into illiteracy is also high. An estimated 33.6% of those surveyed who indicated to have completed primary level education were found to be illiterate at the time of the survey. According to the Kenya National Adult Literacy Survey (2007) only 29.6% of the 61.5% literate adults had attained the desired mastery level of literacy and would therefore be considered able to participate effectively in the realization of this Vision. This study examined the fit of the transformational/transactional leadership paradigm to voluntary adult educators in Eastern Province, Kenya. The study also sort to establish whether the leadership style had any effect on the rate of drop out among adult learners in the same province. The sample consisted of 104 voluntary adult educators of the certificate in adult education and community development class of the University of Nairobi (Meru class) The Multifactor Leadership Questionnaire Form 5X was administered to the sample during the face to face session that took place at a Mulanthakari multi-purpose hall to determine the effect of perceived District Adult Educator leadership on the outcome variables of effectiveness, satisfaction and adult learners drop out rate in the district. Multivariate statistical techniques were used to analyze the transformational leadership variables: idealized influence (attributed), idealized influence (behavioral), inspirational motivation, intellectual stimulation, and individual consideration. The results of the study were consistent with previously published studies and demonstrates the applicability of the transformational leadership paradigm to adult education in eastern province.