INFLUENCE OF PRINCIPAL’S TRANSFORMATIONAL LEADERSHIP PRACTICE OF IDEALIZED INFLUENCE ON ACADEMIC PERFORMANCE OF PUBLIC SECONDARY SCHOOLS STUDENTS IN KAJIADO NORTH SUB-COUNTY, KAJIADO COUNTY

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Published Sep 24, 2025

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DORCUS SAISI MUKUNA
Postgraduate Student, The Catholic University of Eastern Africa, Nairobi, Kenya
ELIZABETH PILIYESI, PhD
Lecture, Faculty of Education, The Catholic University of Eastern Africa, Kenya
SHEM MWAL’WA, PhD
Lecturer, Post-graduate Studies, School of Education, Tangaza University, Kenya

Abstract

The study examined the influence of principal’s transformational leadership practice of idealized on academic performance of public secondary school students in Kajiado North Sub-County, Kajiado County. Guided by the Transformational Leadership Theory developed by James McGregor Burns (1978) and expanded by Avolio et al. (2021), the study employed a concurrent explanatory mixed-methods design. A cross-sectional survey was used for the quantitative approach, while a phenomenological design was adopted for the qualitative aspect. The study targeted principals, teachers, students, and Boards of Management. Stratified random sampling, purposive sampling, and census approaches were employed to select respondents, resulting in a sample of 136 teachers, 265 students, 8 principals, and 8 BoM members. Data collection tools included questionnaires and interview guides. Validity was ensured through expert review, and reliability was confirmed with Cronbach’s alpha values above 0.70. Findings revealed that principals who practice idealized influence through role modelling, integrity, discipline management, and upholding high moral standards positively influenced academic performance. Students viewed principals as role models who inspired them to work harder, while teachers affirmed that principals created environments of trust, collaboration, and integrity. The study concludes that idealized influence is a crucial dimension of transformational leadership in improving school performance and recommends that principals embrace role modelling practices, while policymakers integrate transformational leadership into professional development programs.

Article Details

Issue
Vol 6 No 1 (2025)
Section
Articles
Author Biographies

DORCUS SAISI MUKUNA, Postgraduate Student, The Catholic University of Eastern Africa, Nairobi, Kenya

Postgraduate Student, The Catholic University of Eastern Africa, Nairobi, Kenya

ELIZABETH PILIYESI, PhD, Lecture, Faculty of Education, The Catholic University of Eastern Africa, Kenya

Lecture, Faculty of Education, The Catholic University of Eastern Africa, Kenya

SHEM MWAL’WA, PhD, Lecturer, Post-graduate Studies, School of Education, Tangaza University, Kenya

Lecturer, Post-graduate Studies, School of Education, Tangaza University, Kenya

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