The impact of leadership upon school effectiveness and school improvement is significant (Wallace 2002). It is widely recognized and agreed upon that one of the key factors determining school’s effectiveness is the nature and quality of school heads. The most significant challenge of leadership is to build and sustain organizational culture that focuses on continual improvement of educational reforms, teacher capacities and skills and student learning. Good education is a product of good management and when a school performs, it is noted that credit is given to the head. Likewise, current problems in secondary schools in Kenya seem to be pointing at leadership. Kenya’s education system is undergoing many changes and the system involves school heads on daily basis in the process of change. It is expected that such changes will bring a shift in the current leadership styles and adapt one capable of meeting the demands of the changes. Transformational leadership has a substantial impact as it focuses on capacity building and leads to sustenance of school improvement (Follan 2005). It creates a dynamic organizational vision that necessitates a metamorphosis in cultural values to reflect greater innovation. Transformational leadership is a desirable style for school leaders involved in improvement efforts because it raises the level of awareness of workers so that they come to value organizational goals and strategies to achieve those objectives. The purpose of this study was to find out the impact of transformational leadership in capacity building in Kenyan secondary schools and the perceptions of teachers, students, principals and quality assurance and standards officers about the principal’s transformational leadership. The objectives of the study were to investigate the extent to which principals, teachers and quality assurance and standards officers understand the concept of transformational leadership and how effectively it is being used in school management. The research was conducted in Central Province and results used to make a generalization. A total of 20 principals, 40 teachers and 150 students and 8 quality assurance and standards officers were involved in the study. The tools used for data collection were questionnaires and interview schedules. The major findings were that while evidence gathered underpins the need for school leaders to receive training, most receive little formal or structured preparation for the job. There is therefore need to redress this issue. The research also found out that leadership programs should develop viable extensions to their programs to assist principals in incorporating effective practice of transformational leadership roles into their day to day performance as school administrators. On the basis of collected data, the researchers recommended that newly recruited heads should be trained transformational leadership to cope with change and adapt to the ever-changing present. Heads should provide support, encouragement and growth opportunities for teachers and others and empower them by practicing transformational leadership style.
Indian Member 40.00
Others Member 3.00