LEADERSHIP STYLE FACTORS THAT INFLUENCE MOTIVATION OF PRE-SCHOOL TEACHERS IN PUBLIC PRE-SCHOOLS IN EMBU NORTH DISTRICT, EMBU COUNTY, KENYA

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The purpose of this study was to investigate how  the head  teachers’  leadership styles
influence  motivation of pre-school teachers  in public pre-schools  in Embu North
District. The study’s objectives were to determine, examine and assess how Autocratic
(Authoritarian), Democratic (Participatory),  Laissez faire (Free reign)  and
Transformational (Charismatic) leadership styles  influence motivation of pre-school
teachers in public pre-schools  in Embu North District. The study employed the use of
descriptive  research  design.  The  researcher  targeted  all the 32  public  pre-schools in
Embu North District, with a target population and a sample size of 32 head teachers and
32 pre-school teachers from the 32 public pre-schools in the district. The study adopted
purposive sampling techniques  to sample its respondents. Questionnaires  for both  the
head teachers and pre-school teachers and interview schedules for pre-schools  teachers
were used for data collection. Validity and Reliability were ensured through pilot study
and  testing and re-testing  methods respectively. Data was  analyzed  using  the  SPSS
software (Statistical Package for Social Science). The research  utilized  descriptive
analysis,  and data was presented in form of frequency tables,  percentages and thick
descriptions. This study was significant in that it makes the government, parents and the
head teaches aware of  the need  to adopt a transformational leadership style in order to
enhance motivation of  pre-school teachers  in  public pre-schools and  improve  their
working environment by involving  them  in decision making and  in policy formulation
in their  schools.  Other than  the salary,  the leadership  and management  would be
provoked  to give  these teachers  some other forms of  incentives  and fridge  benefits,
as well as meeting them more often so as to  increase their morale. The study findings
showed  that  pre-school teachers led by head  teachers who  practice  authoritarian and
laissez faire  style of leadership  are demotivated to a large extent based on leadership
factors singled out by the researcher. Where democratic and transformational leadership
styles of leadership are practiced, the  teachers  are highly motivated and inspired. The
researcher recommends  that head teachers should attend seminars  and workshops  that
create awareness on the applicability of various types of leadership  styles and how  to
motivate their teachers without compromising academic performance. The head teachers
should meet and involve pre-school teachers more frequently in decision making and in
pre-school policy formulation.  Head teachers should empower their staff through
capacity building. Further study should be done on the influence of leadership styles on
motivation of teachers in both primary and secondary schools.

Author: 
Nthuni G.F. Mary
Unit: 
COMMTECH

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