Transformational Leadership and Work Performance for Primary School Teachers in Kenya

Abstract

The study sought to investigate the relationship between transformational leadership and work performance, examine how job satisfaction, organizational commitment, and teacher motivation mediate the relationship between transformational leadership and work performance, and assess the role of school culture, and teacher characteristics in moderating the effect of transformational leadership on work performance. The study was underpinned by Transformational leadership Theory, Social Exchange Theory and Path Goal Theory. The study used a descriptive research design, targeted educators in selected Nairobi schools, and applied a stratified random sampling method for a representative sample. Data collection relied on structured questionnaires, validated through Cronbach’s alpha for reliability and piloted for accuracy and relevance. Descriptive and inferential statistical methods were used to analyze data. Ethical considerations, including confidentiality and informed consent, were strictly observed. The study found that transformational leadership significantly enhanced teachers’ job performance, satisfaction, and commitment in Nairobi schools, with inspirational motivation and individualized consideration most strongly influencing teacher morale, while intellectual stimulation fostered innovation in teaching. The study concluded that transformational leadership was a vital driver of teacher effectiveness and educational quality, and recommended leadership training and policies that promoted transformational practices to sustain improvements in the education sector in Nairobi.