Relationship between Leadership Behaviour of Public Secondary School Principals and the Motivation Levels of Teachers in Kiambu District, Kenya

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dc.contributor.authorMutula, Cyprian
dc.date.accessioned2016-10-25T11:23:57Z
dc.date.available2016-10-25T11:23:57Z
dc.date.issued2008-06
dc.descriptionA Thesis Presented in Partial Fulfillment of the Master of Education (M.Ed.) Degree of Kenyatta University, June 2008en_US
dc.description.abstractThe purpose of the study was to investigate the relationship between leadership behaviour of public secondary school principals and the motivation levels of teachers. A theoretical framework rooted in the social systems theory by Getzels and Guba, 1957; and the expectancy theory of work motivation by Victor Vroom, 1964 guided the study.To realize the purpose of the study, a survey design was used. A pilot study was carried out in 10 selected schools in Kiambu District. The pilot sample was different from the actual study sample. The aim of the pilot study was to find out if everything 'worked' especially with the research instruments. The Leader Behaviour Description Questionnaire (LBDQ) - Form XII was used to measure leadership behaviour while the Teacher Motivation Questionnaire (TMQ) was used to gauge teacher motivation. The questionnaires were administered to 100 respondents (20%) who were randomly selected from a target population of 500 teachers from a stratified sample of 20 public secondary schools in Kiambu District, Kenya. The study comprised of four hypotheses. The first hypothesis sought to establish whether there was a significant difference between leadership behaviour of public secondary school principals and the motivation levels of teachers while the other three hypotheses sought to establish whether the teachers' rating of the principals was influenced by the objective variables of age, gender, education training level and teaching experience. On the first hypothesis" it was found that there was a significant correlation between leadership behaviour and motivation levels of teachers (r = 0.756, p< .05). This was a high positive correlation between the independent and dependent variables. Regarding the effect of gender in the study,ANOVA analysis indicated that there was no gender difference in the overall rating of the leadership behaviour of the principals[F( 1, 98)= 0.115, ns]. However, there was a significant gender difference in the overall motivation of the teachers [F (1, 98) =14.203, P<0.05]. The ANOVA on the teachers' professional training indicated that there was no significant difference in the overall rating of the leadership behaviour of principals on the basis of professional training [F (1, 98) = 0.062, ns]. On the other hand, there was a significant difference in the overall motivation of the teachers on the basis of their professional training [F (1, 98) = 4.882, P< 0.05].The ANOVA on the teaching experience indicated that there was a significant difference in the overall rating of the leadership behaviour of the principals on the basis of the teaching experience [F (2, 97) = 5.775, P< 0.05]. However. there was no significant difference in the overall motivation of the teachers on the basis of their teaching experience [F (2, 97) = 1.847, ns]. Some of the recommendations of this study included the principals' need to focus more on the individuals rather than on the task. Again, the principals' should focus more on what the teachers plan to achieve rather than what the institution targets to achieveen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/15131
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.titleRelationship between Leadership Behaviour of Public Secondary School Principals and the Motivation Levels of Teachers in Kiambu District, Kenyaen_US
dc.typeThesisen_US
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