Effect of Transformational Leadership Style of Head Teachers Commitment in Secondary Schools in Kesses Sub County, Kenya

Abstract

Transformational leadership is a leadership style that focuses on inspiring and motivating individuals to transcend their personal interests for the benefit of the organization or group. In educational settings, particularly in secondary schools, transformational leadership has been identified as a key factor in enhancing teacher motivation, performance, and overall commitment. The role of headteachers in shaping school culture and fostering an environment that supports teachers’ professional growth is crucial in improving educational outcomes.This study aims to investigate the effect of transformational leadership styles of head teachers on teaching commitment in secondary schools in Kesses Sub County, Kenya. The study was guided by the following objectives: to examine the correlation between the transformational leadership style of head teachers and the level of teaching commitment; to identify specific traits of transformational leadership that most significantly influence teachers’ commitment; to investigate teachers’ perceptions of their head teachers’ transformational leadership behaviors and how these perceptions impact their teaching commitment; to evaluate the level of teaching commitment in schools led by transformational leaders and to explore transformational leadership policies that head teachers can adopt to enhance teaching commitment. The study was supported by transformational Leadership Theory. A mixed-method approach was used, The target population comprised 300 respondents (30 headteachers and 270 teachers), with a stratified random sample of 120 participants (30 headteachers and 90 teachers) selected from public and private secondary schools across urban and rural settings. Data were collected using validated questionnaires (Cronbach’s α = 0.82) and semi-structured interviews. A pilot study in Mosop Sub County confirmed instrument reliability. Quantitative data were analyzed using descriptive statistics (means, standard deviations) via SPSS v26, while qualitative data underwent thematic analysis. The study found a strong positive relationship (45.7% strongly agreed, M = 3.82, SD = 0.786), with transformational leadership enhancing teacher motivation, performance, and school culture. Inspirational motivation (M = 3.04), idealized influence (M = 3.46), and intellectual stimulation (M = 3.55) were critical in boosting commitment, with individualized consideration (M = 3.17) being the most impactful. Positive perceptions of trust (M = 3.05), communication (M = 3.52), and empowerment (M = 3.23) significantly increased commitment, highlighting the role of relational dynamics. Schools with transformational leaders reported higher commitment (52.4%, M = 3.11), retention (47.6%, M = 3.05), and job satisfaction (50.5%, M = 3.50) than those with traditional leaders. Policies promoting professional development (54.3%, M = 3.14), recognition (57.1%, M = 3.36), and shared decision-making (52.4%, M = 3.75) were key drivers of commitment.The study concluded Transformational leadership—through visionary, supportive, and empowering practices—significantly strengthens teaching commitment. The study recommended training headteachers in transformational strategies and adopting policies that foster teacher autonomy, recognition, and collaboration.