PRINCIPALS' PARTICIPATORY AND INTUITIVE 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.v12i10.6233

Keywords:

principals, participatory, intuitive, decision-making styles, teachers' work motivation

Abstract

Public secondary school teachers’ work motivation has been significantly low in Laikipia County, Kenya. This study examined the principals' participatory and intuitive 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 with 13 principals and 261 teachers constituting 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 6. The findings showed that teacher job motivation was positively and significantly correlated with participatory decision-making style (β=.299, p<.05). Teacher job motivation was also positively and significantly correlated with intuitive decision-making style (β=.362, p<.05). The study concluded that principal’s adoption of participatory decision-making style was crucial for motivation of teachers in public secondary schools in Laikipia County. Adoption of an intuitive decision-making style by principals had a significant influence on teacher work motivation. The study recommended that the Ministry should encourage participatory leadership and offer workshops to enhance intuitive decision-making in key school management areas.

 

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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)

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Articles

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