The Relationship Between Transformational Leadership Practices and KCSE Academic Performance in High and Low Achieving Secondary Schools in Bureti Sub-County, Kenya

Abstract

This study examines whether the level of inspirational motivation exhibited by school principals influences KCSE academic performance in secondary schools. By applying a correlational research design and a mixed-method approach, the study aims to address current gaps in the scholarly literature on the correlation between the behaviour of leaders and academic achievement. Data were gathered through structured questionnaires, semi-structured interviews, and open-ended questions, and then analysed using SPSS version 3.0 employing descriptive statistics and logistic regression. The sample consisted of ten principals and 214 teachers of ten secondary schools chosen according to their KCSE performance. Even though the teachers and principals rated Inspirational Motivation as moderate, there was no statistically significant relationship between Inspirational Motivation and KCSE performance (p = 0.828). The implication of these findings is that although Inspirational Motivation is relevant in the school culture and teacher engagement, it has no direct impact on academic performance in this context. The paper suggests that Bureti Sub- County principals should apply a more integrative approach of transformational leadership, intercalating Inspirational Motivation and other leadership behaviours in terms of idealised influence and intellectual stimulation. The development of leadership competencies in school administrators should also be given priority by the policy makers in the education sector, and they should consider the context in allocating resources to maximise leadership in the school.