Transformational Leadership and School Outcomes in Kenya: Does Emotional Intelligence Matter?

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dc.contributor.authorAyiro, Laban Peter
dc.date.accessioned2019-07-29T08:53:06Z
dc.date.available2019-07-29T08:53:06Z
dc.date.issued2014-01-01
dc.description.abstractIncreased interest in leadership preparation and development is based on the fact that school leaders can make a difference in both the effectiveness and efficiency of schooling. Symptomatic of weak management systems, more than 300 secondary schools experienced turbulence in Kenya between the months of May and August in 2011 due to mismanagement resulting in the destruction of property worth millions of shillings. Various theories and models have been constructed to explain the leadership functions and suggest different approaches to leadership. A growing body of studies has shown that emotional intelligence is inherently associated with transformational leadership whose theory has highlighted the importance of leaders' influence on followers' emotional states. This study has a specific purpose of advancing and expanding research on emotional intelligence and transformational leadership in schools in Kenya.en_US
dc.identifier.citationAyiro, L. P. (2014). Transformational Leadership and School Outcomes in Kenya: Does Emotional Intelligence Matter?. FIRE: Forum for International Research in Education, 1 (1). Retrieved from http://preserve.lehigh.edu/fire/vol1/iss1/4en_US
dc.identifier.urihttps://repository.daystar.ac.ke/handle/123456789/2834
dc.language.isoenen_US
dc.publisherFIRE: Forum for International Research in Education:en_US
dc.subjectSchool Leadershipen_US
dc.subjectTransformational leadershipen_US
dc.subjectEmotional Intelligenceen_US
dc.subjectLeader Effectivenessen_US
dc.subjectTeam Effectiveness and School Climateen_US
dc.titleTransformational Leadership and School Outcomes in Kenya: Does Emotional Intelligence Matter?en_US
dc.typeArticleen_US

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