PRINCIPALS’ TRANSACTIONAL LEADERSHIP STYLE AND TEACHERS’ JOB PERFORMANCE IN PRIVATE SECONDARY SCHOOLS IN NAIROBI COUNTY, KENYA

Authors

  • Mbae Everlyne Wanjiru Master’s Student, School of Education, Tangaza University, Nairobi, Kenya
  • Rose Njihia Lecturer, School of Education, Tangaza University, Nairobi, Kenya
  • Celestine Ndanu Lecturer, Faculty of Education, The Catholic University of Eastern Africa, Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejes.v12i11.6326

Keywords:

Kenya, principals, transactional, leadership style, teachers, job performance, private, secondary schools

Abstract

The purpose of this study was to assess the influence of principals’ transactional leadership style on teachers’ job performance in private secondary schools in Nairobi County, Kenya. The study was guided by the following objectives: to investigate the influence of principals’ contingent reward behaviour on teachers’ job performance and to find out whether principals’ passive management by exception behaviour influences teachers’ job performance in private secondary schools in Nairobi County, Kenya. The study was anchored on Transactional Leadership Theory. A convergent Parallel Mixed-Methods Design was used for the study. The target population was 206 schools, 206 principals, and 2099 teachers. The study used systematic sampling to select 20 out of 206 schools, purposive sampling to include all 20 principals from the selected schools, and proportionate stratified and simple random sampling to select 336 out of 2,099 teachers. Data collection tools included questionnaires for teachers and in-depth interview guide for principals. Quantitative data were analyzed using descriptive statistics (frequencies and percentages), which were processed using the Statistical Package for Social Science Version 29. Tables were used to present the quantitative data. Qualitative data were analyzed through thematic analysis and presented in the form of narratives and direct quotations. Findings revealed that principals ‘contingent rewards behaviour positively influenced teacher motivation, syllabus coverage, and classroom management. In contrast, passive management by exception, where principals intervene only after problems escalate, was associated with reduced morale and inconsistent performance. The study recommends that the government develop frameworks emphasizing clear reward systems and accountability measures. Policies should ensure principals are adequately trained to implement transactional leadership strategies effectively, including setting clear expectations and providing timely feedback. The principals should strengthen structured reward systems, professional development, and timely feedback to enhance teacher effectiveness and improve student outcomes.

 

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Author Biographies

  • Mbae Everlyne Wanjiru, Master’s Student, School of Education, Tangaza University, Nairobi, Kenya

    Mbae Everlyne Wanjiru is a masters' student at Tangaza University, Kenya with a strong passion for research in educational leadership.

  • Rose Njihia, Lecturer, School of Education, Tangaza University, Nairobi, Kenya

    Dr. Rose Njihia is a Lecturer, School of Education Tangaza University, Kenya. She has a keen interest in educational leadership research.

  • Celestine Ndanu, Lecturer, Faculty of Education, The Catholic University of Eastern Africa, Nairobi, Kenya

    Dr. Celestine Ndanu is a lecturer and the Head of the Department of Undergraduate Studies in Education at the Catholic University of Eastern Africa, Kenya. She has a keen interest in educational leadership research.

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Published

2025-10-17

Issue

Vol. 12 No. 11 (2025)

Section

Articles

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