Mbune, Beatrice Abisaki2025-09-022025-09-022025-07https://ir-library.ku.ac.ke/handle/123456789/31369A thesis submitted in fulfillment of the requirements for the award of the degree of Doctor of Philosophy In (Educational Management) of the Department of Educational, Policy and Curriculum Studies of Kenyatta University, July 2025 supervisors : Dr. Samuel waweru Prof. Felicita njugunaInformation and Communication Technology (ICT) integration is critical for 21stcentury education, requiring effective leadership to drive digital transformation in schools. Transformational leadership plays a significant role in promoting teachers' ICT use, enhancing student collaboration, professional growth, and classroom innovation. However, despite substantial investments by the government in technology infrastructure, teacher training, and leadership initiatives, ICT integration in schools remains minimal. The study aimed to investigate principals' transformational leadership influence on the integration of information and communication technology in teaching and learning in Kakamega county Public secondary schools. The research objectives were: To establish the extent to which principals' individualized consideration of staff skill development influences ICT integration in teaching and learning in public secondary schools in Kakamega county ,to examine the extent to which principals' intellectual stimulation of teachers influences ICT integration in teaching and learning in public secondary schools in Kakamega county, to explore how principals' inspirational motivation to teachers influences ICT integration in teaching and learning in public secondary schools in Kakamega County, to determine the degree to which principals' idealized influence on teachers influences ICT integration in teaching and learning in public secondary schools in Kakamega County. Using a mixed-methods explanatory sequential design and Burns' (1978) transformational leadership theory, the study identified transformational leadership as the independent variable and ICT integration as the dependent variable. The research targeted a population of 6,290 and sampled 62 principals, 186 teachers, 372 students, and one County Quality Assurance and Standards Officer (CQUASO). Teacher and student sample sizes were determined using Slovin's Formula and selected through single random sampling, while principals and the CQUASO were purposively sampled. Data collection instruments included interview guides, questionnaires, Focus groups, observation checklists, document analysis checklist. The research instruments were validated by experts in Education Management, Policy, and Curriculum Studies, and a pilot study was conducted with 70 respondents. Reliability was confirmed through Cronbach's Alpha coefficient. Descriptive statistics were employed to analyze both qualitative and quantitative data. Thematic analysis was used for qualitative insights, while quantitative data was analyzed using percentages, frequencies, means, and standard deviations, presented in charts and tables. Linear regression analysis assessed the relationships between variables. Data analysis was conducted using Statistical Package for Social Sciences (SPSS). Findings revealed positive correlations between principals' leadership components and ICT integration in classrooms. Individualized consideration had a strong correlation (r = 0.584, p<0.001), while intellectual stimulation (r = 0.534, p<0.001), inspirational motivation (r = 0.569, p<0.001), and idealized influence (r = 0.557, p<0.001) also showed statistically significant positive relationships with ICT integration. The study concluded that transformational leadership positively influences ICT integration in classrooms. It recommended that the Ministry of Education strengthen training programs on both transformational leadership and ICT skills. Secondary school principals in Kakamega County are encouraged to enhance their leadership strategies to address staff needs for effective ICT integration.enThesis