Ndiritu AW, Kimani G, NYAGAH GRACE, Gikonyo NW, Kidombo H. "TRANSFORMATIONAL LEADERSHIP SKILLS: A NECESSARY RECIPE FOR SCHOOLS PRINCIPALS IN THE 21ST CENTURY.". In: Distance Education and Teacher Education in Africa. UNIVERSITY OF NAIROBI, kenya Science Campus; 2013.

Date Presented:

31 July, 2013


Leadership is an area that many would not want to take for granted because of established correlations between success or failure of any organization and its leadership. Scholars have tried to establish the kind of leadership behaviour that would enhance efficiency in organizations. One kind of leadership behaviour that has been a topic of debate among scholars for the past decade is transformational leadership. This study endeavoured to establish the effect of transformational leadership on academic performance in selected secondary schools in Kenya. The participants were administered Kouzes and Posner’s leadership Practices Inventory which identified the principal leadership practices in each of the five dimensions of “challenging the process”, “inspiring a shared vision”, “enabling others to act”, “modeling the way” and “encouraging the heart”. The sample consisted of 387 participants from 49 secondary schools in Kenya. Leadership behaviour was measured using the Leadership Practices Inventory-(“Self” and “others”). Co relational research design was employed in data analysis. Pearson correlations were used to establish if there was a relationship between transformational leadership practices and academic performance. Pearson correlation indicated statistical significance between total LPI scores and students’ academic performance. A further analysis of the leadership domains showed there was a positive correlation between three transformational characteristics (Inspiring a Shared Vision, Challenging the process and Encouraging the Heart) and Students’ academic performance. There was however a weak but not statistically significant correlation between transformational leadership in two characteristics (Modeling the way and Enabling Others to Act) and students’ academic performance. The principals whose schools obtained the minimum university entry mark (Above C+) scored higher in LPI scores than the principals whose schools obtained less than the university entry marks (Below C+). It was recommended that all learners undertaking their teacher training should be trained on transformational leadership since they are the ones that take over leadership roles in their career as teachers. All practicing school principals should learn and practice transformational leadership for effective learning and teaching in their schools.

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