PRINCIPALS' RATIONAL AND AVOIDANCE DECISION-MAKING STYLES AND THEIR INFLUENCE ON TEACHERS' WORK MOTIVATION IN PUBLIC SECONDARY SCHOOLS IN LAIKIPIA COUNTY, KENYA

Authors

  • Lizz Murugi Mwangi Postgraduate Student, Department of Educational, Management, Policy and Curriculum Studies, Kenyatta University, Kenya
  • Joseph Mungai Senior Lecturer, Dr., Department of Educational, Management, Policy and Curriculum Studies, Kenyatta University, Kenya
  • Hellen Kiende Senior Lecturer, Dr., Department of Educational, Management, Policy and Curriculum Studies, Kenyatta University, Kenya

DOI:

https://doi.org/10.46827/ejes.v12i10.6232

Keywords:

principals, rational, avoidance, decision-making styles, teachers' work motivation

Abstract

Public secondary school teachers’ work motivation has been considerably low in Laikipia County, Kenya. This study assessed the principals' rational and avoidance decision-making styles and their influence on teachers' work motivation in public secondary schools in the County. The decision-making model of Scott and Bruce (1995) anchored the study. A descriptive research design was employed, while 13 principals and 261 teachers constituted the sample size of 274 respondents. Interview schedules for principals and the Decision-Making Styles Questionnaire (DMSQ) for teachers were used to collect data. Data was analyzed using descriptive and inferential techniques with the aid of Statistical Package for Social Sciences (SPSS) version 26. The study revealed that principals’ rational decision-making style has a positive and significant influence on teacher motivation, with a regression coefficient of B = 0.188 (p < .05), contributing 18.8% to teacher work motivation. Conversely, the avoidance decision-making style showed a negative and significant relationship with teacher motivation, reflected by a regression coefficient of B = -0.114 (p < .05), indicating a 11.4% contribution. The study concluded that rational decision-making by principals significantly boosted teacher motivation, encouraging engagement and participation in school activities. Conversely, avoidance decision-making was least preferred, as it negatively impacted teacher morale and contribution. The study advises education authorities to promote rational decision-making by principals through evaluations and training, while discouraging avoidance strategies to enhance teacher motivation, engagement, and school productivity via participatory and intuitive leadership.

 

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Author Biographies

  • Lizz Murugi Mwangi, Postgraduate Student, Department of Educational, Management, Policy and Curriculum Studies, Kenyatta University, Kenya

    Lizz Mwangi is a Master of Education (MED) candidate in the school of education and lifelong learning of Kenyatta University. She is specializing in education administration. She has an interest in the integration of decision-making styles in enhancing motivation of teachers in educational practices. She   is   an   active   member   of   academic   networks, contributing to discussions on educational leadership and administration.

  • Joseph Mungai, Senior Lecturer, Dr., Department of Educational, Management, Policy and Curriculum Studies, Kenyatta University, Kenya

    Dr. Joseph Mungai is a Senior Lecturer in the Department of Educational Management, Policy and Curriculum Studies at Kenyatta University. He specializes in educational leadership, policy development, and school administration. With extensive experience in mentoring postgraduate students, Dr. Mungai contributes to research on decision-making, school governance, and teacher development in Kenya and beyond.

  • Hellen Kiende, Senior Lecturer, Dr., Department of Educational, Management, Policy and Curriculum Studies, Kenyatta University, Kenya

    Dr. Hellen Kiende is a Senior Lecturer in the Department of Educational Management, Policy and Curriculum Studies at Kenyatta University. Her academic interests include curriculum implementation, educational planning, and teacher motivation. She has published widely in the field of education and is actively involved in capacity-building initiatives for school leaders and educators.

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Published

2025-08-23

Issue

Vol. 12 No. 10 (2025)

Section

Articles

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