The Moderating Effect of Leadership Style on the Relationship between Goal Setting and Teacher Development in Public Secondary Schools in Nakuru County, Kenya
Abstract
Teacher performance appraisal has been introduced in Kenya through the Teachers Service Commission to improve teacher competence and learner outcomes, yet its effectiveness remains contested. This study examined the moderating effect of leadership style on the relationship between goal setting and teacher development in public secondary schools in Nakuru County. Using a correlational research design, data were collected from a scientifically determined sample of teachers through structured questionnaires and interviews. Regression and correlation analysis revealed that goal setting had a statistically significant but modest positive effect on teacher development (r = 0.133, p = 0.013; R² = 18.1%). However, when moderated by leadership style, the effect was substantially strengthened, with the interaction term showing a strong positive contribution (β = 0.627, p < .001; ΔR² = 17.92%). These results highlight that while goal setting independently contributes to teacher development, its impact is significantly amplified under effective leadership. The study concludes that leadership style is pivotal in transforming goal setting into a meaningful driver of teacher growth and recommends that school principals adopt participatory and transformational leadership approaches to ensure that performance goals inspire professional development rather than create compliance pressure
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