AN INVESTIGATION OF THE INFLUENCE OF FIELD EDUCATION OFFICERS’ TRANSFORMATIONAL LEADERSHIP PRACTICES IN TEACHER MANAGEMENT ON PRIMARY SCHOOL ADMINISTRATORS' JOB SATISFACTION IN THE SOUTH RIFT REGION, KENYA

نویسندگان

  • Winny Chebet PhD Student, Bomet University, Kenya
  • Tony Okwach Omusonga Senior Lecturer, Prof., Dean, School of Education, Bomet University, Kenya
  • Richard Sigilai Lecturer, Dr., HoD, Educational Management and Policy Studies, Bomet University, Kenya

DOI:

https://doi.org/10.46827/ejes.v13i8.6972

کلمات کلیدی:

transformational leadership practices, field education officers, teacher management, primary school administrators, job satisfaction, primary schools

چکیده

As the bedrock of national development, education relies on Primary School Administrators' Job satisfaction (JS) to drive motivation, foster commitment, and mitigate burnout, all of which directly enhance learner outcomes. Primary school teachers in Bomet and Narok counties of Kenya’s South Rift region miss 12.9% and 23.5% of scheduled lessons, respectively, well above the 6.6% national average, signalling profound shortcomings in teacher morale and professional fulfilment. This study aimed to investigate the influence of Field Education Officers' (FEOs) Transformational Leadership Practices (TLP) in Teacher Management, specifically Enabling Others to Act and Challenging the Process, on primary school administrators’ JS in the South Rift region. Grounded in House's Path-Goal Theory and Herzberg's Two-Factor Theory, the research adopted a concurrent triangulation mixed-methods design. The target population comprised 2,754 primary school administrators (heads of institutions, deputy heads, and senior teachers), 79 FEOs, and 16 FEOs’ immediate supervisors, giving a total population of 2,849. From this, a sample of 347 was selected using Nassiuma’s (2000) formula for sample size determination, comprising 276 Primary School Administrators and 63 FEOs through stratified random sampling, and 8 FEOs’ Immediate Supervisors through purposive sampling. The study employed a concurrent triangulation mixed methods design. Data were collected using structured questionnaires, interview guides, and document analysis guides. Quantitative data were analyzed using descriptive statistics and simple linear regression with the help of SPSS version 27. All statistical analyses were subjected to tests of significance at α = 0.05. Qualitative data were analyzed thematically using NVivo 14. The study revealed that Teacher Management had a significant positive influence on Primary School Administrators' JS (R² = .340, β = .583, p < .001). The key recommendation is for the Teachers Service Commission to focus on transforming Teacher Performance Appraisal and Development (TPAD) from a compliance-oriented exercise into a genuine tool for teacher growth and reflection. The researchers hope that these findings will strengthen Teacher Management practices holistically, thereby creating a supportive professional environment that sustainably boosts Primary School Administrators’ JS across Kenya.

بیوگرافی نویسندگان

  • Winny Chebet، PhD Student, Bomet University, Kenya

    Winny Chebet is a PhD student at Bomet University, Kenya, in the Department of Educational Management and Policy Studies. She holds a Master's degree in Educational Planning from Kenyatta University, Kenya. She is a part-time lecturer at Bomet University and a Senior School teacher of English and Literature. She has authored articles, participated in conferences and is linked to Academia.edu and ResearchGate. Email: winchebsll@gmail.com.

  • Tony Okwach Omusonga، Senior Lecturer, Prof., Dean, School of Education, Bomet University, Kenya

    Tony Okwach Omusonga is an Associate Professor of Curriculum Studies in the Department of Curriculum, Instruction and Educational Media, Bomet University, Kenya. He holds a Doctor of Philosophy Degree in Curriculum Studies with previous experience of teaching at secondary school and over 15 years’ experience of university teaching. He teaches Curriculum Studies at undergraduate and postgraduate levels. His research interest is in the field of Curriculum, Instruction and Teacher Education. His research has centered on the search for relevance in the curriculum and application of instructional strategies and technology to enhance teaching and learning. He has authored articles, participated in international conferences and is linked to Academia.edu.

    Email: tomusonga@bu.ac.ke.

  • Richard Sigilai، Lecturer, Dr., HoD, Educational Management and Policy Studies, Bomet University, Kenya

    Dr. Richard Maite Sigilai holds a PhD in Education (Educational Administration) from Moi University (2016), a Master of Education in Educational Management from Egerton University (2011) and a Bachelor of Education from Moi University (1993). He has trained with the Kenya Institute of Management on Certification in Program Monitoring and Evaluation (CPM&amp;E), Certificate in Guidance and Counseling by Christian Churches’ Educational Association and Certificate in Educational Management by Kenya Institute of Education. Dr. Sigilai is a professional teacher and has enormous experience as a teacher, Head of Department, Deputy Principal and Principal in various Schools in Kenya. Currently, Dr. Sigilai is the Chair of Department (COD), Department of Educational Management and Policy Studies, School of Education, Bomet University. He has served as the Chairperson of the Department Graduate Studies Committee (DGSC), charged with the responsibility of mentoring post-graduate students. He has undertaken several research studies and disseminated the findings in various journals. His research interests include Educational Leadership and Policy, Instructional Supervision and Transformational Leadership. He trains, supervises and mentors postgraduate students. He also participates in community service and outreach activities. Further, he has served as the School of Education Teaching Practice Coordinator with the sole responsibility of organizing Teaching practice, workshops, seminars and conferences for the stakeholders. Through experience and training, Dr. Sigilai has acquired skills that can be applied in real-life situations to provide solutions to society. Notable among these are: Research and Report Writing, Coaching, Mentorship, Leadership and Management skills, among others. He is certified in the ISO 9001:2015 Quality Management System Implementation Course.

    Email: rmsigilai@gmail.com.

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دانلودها

چاپ شده

2026-08-31

شماره

دوره 13 شماره 8 (2026)

نوع مقاله

Articles

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