Influence of Principal Leadership on School Goal Framing in Kuresoi Sub-County of Nakuru County, Kenya

Abstract

This study investigated the influence of Principal Leadership on School Goal Framing in Kuresoi Sub-county of Nakuru County, Kenya. The theory used is Instructional Leadership Theory and the objective was to determine the influence of Principal Leadership on School Goal Framing in Kuresoi Sub-county of Nakuru County, Kenya. A quantitative study approach was employed to gather data through closed-ended questionnaires distributed to 266 participants, consisting of 38 principals, 38 deputy principals, and 190 heads of departments (HODs). The research findings indicate that on an annual basis, principals, deputy principals, and heads of departments engage in collaborative efforts to develop school-wide objectives. The joint effort was consistently undertaken by 42.1% of principals, 36.8% of deputy principals, and 46.3% of heads of departments. Moreover, after examining educational objectives and clarifying faculty duties, it was found that 47.4% of principals and 51.1% of Heads of Departments (HODs) consistently engaged in the procedure. It is worth noting that a significant proportion of deputies, specifically 44.7%, expressed a preference for the “almost usually” category. In contrast, a slightly higher percentage, 47.4%, reported employing needs assessments or other formal procedures to evaluate staff and establish goals. Using student performance data for goal-setting was observed in 36.8% of cases among principals and deputies. Similarly, 38.4% of Heads of Departments (HODs) consistently exploited such data, while 37.9% did so frequently. In summary, the data indicates that most principals (55.3%) and heads of departments (38.4%) frequently formulate explicit and pertinent objectives readily available to educators across different hierarchical levels. The present study addresses a notable void in the current body of literature by providing insights into the unique characteristics of public schools in Kenya and emphasising the crucial significance of principal leadership. The above findings hold significant value for policymakers, educators, and academic institutions, as they can provide guidance and reshape leadership paradigms to promote progress within the education sector.