| dc.description.abstract | Leadership dynamics that face principals while managing educational institutions in the
world and Kenya in particular are not clearly understood. The situation is compounded
further when the context in which principals’ function is fundamentally changed as it
happened in Kenya upon promulgation of constitution of Kenya 2010. The constitution of
Kenya 2010 introduced devolution in the governance of the republic of Kenya which
radically and fundamentally introduced different structures and chains of command in the
management of state affairs including education. During this dispensation, principals
have found themselves faced by leadership challenges brought about by the new political
and administrative system. Mbeere South Sub-county has had a fair share of challenges in
the provision of education during the dispensation of the devolved government structure.
This study sought to evaluate leadership dynamics that face principals while managing
education within the devolved government structure in Mbeere South Sub-county in
Embu. The objectives of the study were to; establish leadership dynamisms with regard
to decision making function that the principals faced while managing secondary schools
in the devolved system of government in Mbeere south sub-county in Kenya; find out
leadership dynamisms with regard to delegation function that the principals faced while
managing schools in the devolved system of government in Mbeere south sub-county in
Kenya; determine leadership dynamisms on time management function that the principals
faced while managing schools in the devolved system of government in Mbeere south
sub-county in Kenya and analyze resistance to change by principals while managing
schools in the devolved system of government in Mbeere south sub-county in Kenya.
The study adopted the descriptive survey research design. A sample of 60 principals, 3
QASOs and 38 teachers was selected from the target population that comprised of three
education officials, 60 principals and 381 teachers. Purposive sampling was used to select
the education officials and principals while Stratified random sampling was used to select
teachers. Questionnaires and interview guides were used to collect data. A pilot study
was conducted to assure validity and reliability. The reliability of instruments was
ascertained by test-retest method. Quantitative data was analyzed using descriptive
statistics and presented in frequency counts, means and percentages. Qualitative data was
transcribed and coded in thematic clusters. The study established that pprincipals were
not effective decision makers, teachers (52%) felt that principals leave school programs
stagnated when they attend official duties; 66% and 58% of principals observed that they
did not avail and maintain timetables and use diaries and programs of events due to
excess demands from the devolved structures (Teachers Service Commission (TSC) and
Ministry of Education Science and Technology (MoEST). The Quality Assurance and
Standards Officers (QASO) report indicated resistance to change by principals. In
conclusion, there were mixed reactions regarding the influence of decision making,
delegation, time management and resistance to change on principals’ secondary school
management in the devolved structures. It is recommended that harmonization of TSC
and (MoEST) policies could help streamline operations. | en_US |
