Appraising the Influence of Teacher Legitimate Authority on Teacher Role Performance: Evidence from Machakos County, Kenya

Abstract

Teacher authority is an integral component of the learning process as it assists in upholding peaceful and orderly classrooms, facilitating the fulfilment of the teacher’s roles. Previously, conventional legitimate authority, which involved consistent application of classroom rules regulations, and values, was the norm. However, with a paradigm shift in culture, an emphasis on critical thinking, and creative problem-solving, and the pervasive influence of technology in teaching, studies have shown that a form of teacher authority that promotes absolute obedience, like legitimate authority, is no longer considered suitable or beneficial. This article aimed to determine the degree to which teachers employed legitimate authority and its impact on their role performance within classrooms in Machakos County. A descriptive survey research design was utilized for this study. The target population comprised 369 principals, 4,365 teachers, and 63,973 Form Two and Form Three students in 369 public secondary schools within the County. A sample population of 619 respondents was selected using a combination of systematic, stratified, and simple random, and proportional sampling techniques. Data was collected from the principals using an interview guide, while questionnaires were used to gather data from students and teachers. Analysis of the data from the questionnaires for students and teachers showed that they strongly agreed that teachers applied legitimate authority. Inferential statistics also showed that legitimate authority had a significant influence on the teachers’ role performance. Hence, the conclusion that use of legitimate authority practices enhanced the teachers’ role performance. Similar views were held by principals that the use of legitimate authority by teachers increased their role performance. The research concluded that while teachers predominantly employed legitimate authority practices, their effectiveness in roles required referent authority practices appeared to improve, indicating an inconsistency. The study recommends that the Teachers Service Commission (TSC) and Boards of Management (BOM) should provide induction for teachers on legitimate authority practices that align with children's rights. Additionally, there is a need to enhance the training curriculum to equip teachers with practices and approaches that foster referent authority.