Paul Kariuki Ngunyi and Michael M. Ndurumo, PhD



This study assessed the impact of principal’s transformational leadership on academic performance in secondary schools in Lari Sub-county in Kiambu County, Kenya. The study also investigated the impact of teachers confounding variables such as educational level, age, gender, school type, and duration of stay at same school where the principal served. The population of the school was 42 public secondary schools. Using a stratified sampling, 17 principals participated in the study. In addition 57 teachers from the schools whose principals participated in the study participated. Characteristics of transformational leadership were measured using Multifactor Leadership Questionnaire where the principals rated themselves while the teachers rated their principals in relation to their perceived characteristics in the scale. Relationship among the variables was tested using SPSS. Linear regression analysis approach was employed in analyzing whether the principal’s transformational leadership depicted any significant effect on academic achievement. Results revealed that the principals’ inspirational motivation, intellectual stimulation, idealized influence, and individual consideration had positive impact on the academic performance of students.


Keywords: principals’ transformation leadership style, secondary school students’ academic performance


Contact Author: Paul Kariuki Ngunyi, Department of Psychology, University of Nairobi




To cite this article:Ngunyi K, P. and Ndurumo, M,M. (2019)Impact of Principals’ Transformational Leadership Style on Secondary School Students’ Academic Performance in Lari Sub-County, Kiambu County, Kenya., Journal of African Studies in Educational Management and Leadership  Vol: 11, May-August 2019, 56-72


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  Available online  May-August 2019
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