Browsing by Author "Sigilai , Richard Maite"

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    Analysing Leadership Roles in Incentivising Teacher Performance Among Principals, Deputies, and HODs in Kenya
    (International Journal of Research and Analytical Reviews (IJRAR) 8, 2023-10-15) Sigilai , Richard Maite
    The study aimed to examine the various approaches utilized by educational administrators, including Principals, Deputies, and Heads of Departments (HODs), to motivate and enhance teacher performance within the context of Kuresoi Sub-county, located in Nakuru County, Kenya. Utilizing a quantitative research approach, the study employed closed-ended questionnaires as a data collection method. A sample size of 266 participants was chosen for the study, consisting of 38 principals, 38 deputy principals, and 190 heads of departments (HODs). The results of the study indicated that there were notable differences in the inclination towards specific strategies depending on the leadership position. Deputies primarily employed formal acknowledgement strategies, such as conducting meetings and sending out memos, while Principals showed a greater inclination towards recognizing individuals through personal commendations. The significance of Heads of Departments (HODs) was particularly highlighted by their emphasis on recognizing teacher achievements through individualized memoranda. This study presents a new perspective by offering valuable insights into the nuanced strategies employed by various leadership positions within the educational landscape of Kenya. It highlights the importance of implementing customized strategies for acknowledgement that align with each post's distinct responsibilities and inclinations. The findings of this study have significant implications for educational policy and leadership training programs, intending to optimize teacher motivation and performance.
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    Examining the influence of Integrated Principal Leadership Styles and School Climate in Public Secondary Schools:
    (International Journal of Research Publication and Reviews, 2023-07-30) Sigilai , Richard Maite
    This study sought to investigate how integrated leadership style (instructional and transformational), and school climate are related. Multiple regression analysis was used in the study to examine the relationship between the variables after data collection. According to the findings, there is no correlation between the school climate and either instructional leadership (coefficients of 0.039) or transformational leadership (negative coefficients of -0.048). An increase in instructional leadership may be linked to an increase in the school climate, according to the positive regression coefficient for instructional leadership. This relationship, though, lacked statistical significance. The regression coefficient for transformational leadership was negative, indicating a link between a decline in school climate and an increase in transformational leadership. Additionally, this connection lacked statistical significance. The F ratio of 0.306 and the p-value of 0.737 indicated that the overall model was not statistically significant. The t-values of 0.465 for instructional leadership and -0,572 for transformational leadership are not statistically significant (sign.T is 0.642 and 0.568 respectively), but it is likely due to chance or other factors that predict the school climate. More research is required to identify these factors.