Effect of Transformational leadership on Implementation of strategic plans in public secondary Schools in Wajir county, Kenya

Abstract

Despite the importance of strategic plans, previous studies indicate that most schools in Kenya often face challenges in implementing their strategic plans. Additionally, the implementation of strategic plans in most secondary schools in Kenya has been suboptimal and one potential factor contributing to this issue is the quality of leadership in these institutions. The general objective of this study was to determine the effect of transformational leadership on the implementation of strategic plans in public secondary schools in Wajir County, Kenya. With an emphasis on the school's vision and mission, schools are expected to describe what they aim to be, who they will serve, and how in their strategic plans. Nevertheless, despite the significance of these plans, earlier research show that most Kenyan schools frequently encounter difficulties when putting their strategic plans into practice. The study sought determine the effect of transformational leadership on the implementation of strategic plans in public secondary schools in Wajir County. The specific objectives were: Effects of Idealize; Inspirational motivation; Intellectual stimulation and individual consideration on implementation of strategic Plan. The study was underpinned on Mintzberg’s Model Theory, Goal-setting Theory, Transformational Leadership Theory, The Path-Goal Theory and Synoptic Theory of Strategic Planning. Mintzberg’s Model Theory anchored the study. The study adopted explanatory research design with a target population of 224 participants from 16 public secondary school across the county of Wajir broken down into 16 principals, 16 deputy principals, 96 heads of departments, and 96 assistant heads of departments. To calculate the sample size, Taro Yamane formula with 95% confidence level was used to obtain a sample size of 144 respondents. Data was collected using structured questionnaire. The data was analyzed through descriptive and inferential statistics using statistical techniques. The inferential statistics including correlation and regression analysis were used to test research hypotheses. The study found that, factors such as personalized consideration, idealized influence, inspirational motivation, and intellectual stimulation were sufficient to account for how strategic plans were implemented in secondary schools in Wajir County. This was confirmed by the R-square coefficient of determination, which indicates that the components of transformational leadership (individual consideration, idealized influence, inspirational motivation, and intellectual stimulation) account for 65.7% of the variations in the implementation of strategic plans secondary schools in Wajir County. The study specifically found a positive and significant relationship between idealized influence and strategic plan implementation (=0.143, p=0.030); a positive and significant relationship between inspirational motivation and strategic plan implementation (=0.187, p=0.018); a significant relationship between intellectual stimulation and strategic plan implementation (=0.249, p=0.004); and a positive and significant relationship between individualized consideration and strategic plan implementation. The study comes to the conclusion that the implementation of strategic plans in secondary schools in Wajir County is highly influenced by transformational leadership aspects, including idealized influence, inspirational motivation, and intellectual stimulation. The study consequently suggests that laws be passed to encourage and promote transformative leadership in educational institutions. This can be done by funding extensive leadership development and training programs for teachers, principals, and school administrators. The four essential elements of transformational leadership individual consideration, intellectual stimulation, inspirational drive, and idealistic influence should be emphasized in these programs. This study also recommends that policies should be enacted to foster and support this style of leadership within schools.