Thesis:

Influence of principals’ transactional leadership Practices on institutional performance of public Secondary schools of Meru central sub county, Kenya

Strong leadership is essential in enhancing educational achievements in secondary schools. Transactional leadership, in particular, has been recognized as a key factor affecting institutional effectiveness. However, its precise influence within the Kenyan education system, especially in Meru Central Sub-County, has not been extensively examined. The study aims to assess the prevalence of transactional leadership practices among principals, determine their influence on institutional performance, explore perceptions of stakeholders regarding their impact, and provide recommendations for enhancing these practices. Specifically, the objectives are: to assess the influence of principal’s rewards system, principal’s clear chain of command, principal’s transactional communication and principal’s exceptional management on institutional performance in public secondary schools of Meru Central Sub-County, Kenya. A descriptive survey research design was employed to systematically collect and analyze data, portraying current transactional leadership practices and their relationship with institutional performance. The study focused on a total of 497 respondents, comprising 47 principals, 447 teachers, and 3 county education officials from public secondary schools in Meru Central Sub-County, Meru County, Kenya. A stratified random sampling technique was applied to select a representative sample of 222 participants, including 21 principals, 198 senior teachers, and 3 county education officials, ensuring fair representation across different categories. Data collection was conducted through structured questionnaires and interview schedules, with measures in place to ensure validity and reliability, including expert evaluation, pilot testing, and the application of Cronbach’s alpha with a minimum threshold of 0.7. Quantitative data was examined using descriptive and inferential statistical methods, while qualitative responses were analyzed thematically. The findings revealed that 72.6% of respondents agreed that a well-structured rewards system enhanced teacher motivation and student outcomes. About 78.4% indicated that a clear chain of command improved communication flow and accountability within institutions. Additionally, 74.3% acknowledged that effective transactional communication contributed to improved staff performance through clarity of expectations and timely feedback. Furthermore, 76.1% noted that exceptional management practices by principals led to better resource utilization and conflict resolution. Regression analysis showed that transactional leadership practices had a significant effect on institutional performance, accounting for 68.1% of the variance in performance indicators (R² = 0.681, p < 0.05). The study concluded that principals' transactional leadership practices, particularly in reward systems and communication, have a strong positive influence on the performance of public secondary schools. These practices promote accountability, enhance teacher motivation, and improve overall institutional effectiveness. The study recommends that school leaders institutionalize structured rewards systems, strengthen training for principals on transactional leadership strategies, and develop policies that reinforce clear leadership structures and accountability mechanisms in schools. These measures are essential for improving educational outcomes and fostering high-performing school environments.