Influence of Principals’ Participative Leadership Style on Tutors’ Support for Implementation of Performance Appraisal in Public Primary Teachers Training Colleges in Kenya

Mwania Johnson Kavita; Jeremiah Mutuku Kalai; Ursulla Achieng Okoth

doi:10.37284/eajes.7.3.2070

Mwania Johnson Kavita University of Nairobi
Jeremiah Mutuku Kalai, PhD University of Nairobi
Ursulla Achieng Okoth, PhD University of Nairobi

DOI: https://doi.org/10.37284/eajes.7.3.2070

Keywords: Participative Leadership Style, Tutors’ Support, Performance Appraisal, Public Primary Teachers Training Colleges

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Abstract

The study aimed at investigating the influence of principals’ participative leadership style on tutors’ implementation of the performance appraisal in teachers training colleges in Kenya. The study sought to test the following null hypothesis H₀₁: There is no significant relationship between Principals’ participative leadership style and tutors’ support for the implementation of the performance appraisal in public primary teachers training colleges in Kenya. The study was guided by the Path-Goal Theory. The study employed a descriptive research design. The study's target population comprised 840 tutors and 21 principals in the 21 public teacher training colleges in Kenya in 2021. The sample size was determined using Yamane's formula. Therefore, the sample size for tutors was 271. Stratified random sampling was used to select tutors in teachers’ training colleges in Kenya. A census was used to select all the 21 principals of training colleges in Kenya. Primary data were collected using a questionnaire for tutors and an interview guide for the 21 Principals. It was established that principals’ participative leadership style had a positive significant (β=.431, p=0.00<0.05) relationship with the implementation of performance appraisal of tutors. The study concluded that principals’ participative leadership style had a significant influence on tutors’ implementation of performance appraisal. Based on the study's findings, it is recommended that the Ministry of Education, Board of Management, Kenya Education Management Institute, teacher training colleges, universities, parents, and Quality Assurance and Standards officers collaborate in designing and implementing performance appraisal systems. This inclusive approach ensures diverse perspectives are considered, leading to a comprehensive and effective appraisal system aligned with the sector's needs

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