Browsing by Author "Ndirangu, Joseph W."

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    Transformational leadership and its impact on student Outcomes, mediated by teacher motivation in secondary schools In Nairobi county
    (KCA University, 2025) Ndirangu, Joseph W.
    This study investigated the impact of transformational leadership on teacher motivation and student outcomes in secondary schools in Nairobi County, Kenya, addressing persistent challenges such as low student completion rates, high teacher turnover, and socioeconomic disparities despite substantial educational investments. The general objective was to examine transformational leadership's effects on teacher motivation and student outcomes, with teacher motivation as the mediating variable. Specific objectives focused on the roles of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration in enhancing these outcomes. Guided by Transformational Leadership Theory (emphasizing inspirational behaviors for higher performance) and Self-Determination Theory (focusing on intrinsic and extrinsic motivation for engagement), the study employed a descriptive survey design. The target population included principals, teachers, students, sub-county education officers, and Teachers Service Commission (TSC) directors from over 120 public and 200 private secondary schools. A stratified random sample comprised 60 schools, 60 principals, 300 teachers, 240 students for focus group discussions (FGDs), and 10 education stakeholders. Data were collected via questionnaires (for principals and teachers) and FGDs (for students). Analysis using SPSS involved descriptive statistics, Pearson correlation, and multiple regression. Findings revealed that transformational leadership components enhanced teacher motivation: inspirational motivation directly improved student outcomes (e.g., KCSE scores and attendance); idealized influence fostered trust and teacher commitment; intellectual stimulation promoted innovative teaching with modest effects on performance; and individualized consideration strengthened motivation but required balance to avoid diverting focus from students. Results inform school administrators, policymakers, and teacher training institutions on effective leadership practices to boost motivation and performance in urban Kenyan schools.