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• W1520348467 abstract "This study investigated the effects of principals' leadership style on motivation levels of teachers in public secondary schools in Narok North district, Kenya. The specific objectives of the study were; to examine the leadership styles used by public secondary schools principals in management of schools, to determine the extent to which principals' leadership style influence teachers' level of motivation, to assess the level of motivation of secondary school teachers and to establish leadership interventiosn that would lead to improved motivat ion interventions that would lead to improved motivation among the teachers. The study was carried out in 30 public secondary schools in Narok North district. The sample population consisted of 30 principals and 74 teachers. A review of literature was carr ied out under the following sub-titles; the concept of leadership, leadership theories, studies on school leadership, the concept of motivation, motivation theories, trends in the study of teacher motivation, motivation factors, highlights on leadership style and teacher motivation, and review of leadership styles and their effects on KCSE performance. The study was guided by the expectancy theory of work motivation as advanced by Vroom (1964). The study embarked on ex-postfacto research design and the data was collected using three sets of questionnaires that is the principal and two for the teachers. The instruments were piloted and tested for validity and reliability. Descriptive statistics were used in the data analysis generated by Statistical Package f or Social Sciences (SPSS). The research questions were answered and the following were the findings; i. The principals were rated significantly higher in initiating structure dimension (55.86%) than in consideration dimension (47.89%). ii. The principals p erceived themselves as very democratic with a rated mean of 4.24 while the teachers perceived them as just democratic with a mean of3.43. The most prevalent style being used is democratic style 46.67%, autocratic 30% and laissez -faire is the least prevalent with 2.67%. iii. Principals who were perceived to be exhibiting democratic style had a considerably highly motivated staff (87%) than those perceived to be autocratic and laissez -faire with rating of25%. iv. The motivation level of teachers in Narok Nort h district, Kenya is depended on the variables of involvement in decision making which rated 87% as extremely likely to influence their level of motivation and tactful discipline variable was the lowest rated 25% to influence teacher motivation. The leadership interventions suggested to improve the leadership centred on wide consultation, involvement of all teachers in decision making rated at 62.3% responses and application of consideration dimension with 43.2% responses.The recommendatiosn made are; the Ministry of education through KESI should design frequent and vigorous training programmes to appraise management skills of the principals. Data provided on" @default.
• W1520348467 created "2016-06-24" @default.
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• W1520348467 date "2011-01-01" @default.
• W1520348467 modified "2023-09-23" @default.
• W1520348467 title "Effects of principals' leadership styles on motivation levels of teachers in public secondary schools in Narok North District, Kenya" @default.
• W1520348467 hasPublicationYear "2011" @default.
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