INFLUENCE OF PRINCIPALS’ LEADERSHIP STYLES ON STAKEHOLDERS’ INVOLVEMENT IN STRATEGIC PLANNING OF PUBLIC TECHNICAL TRAINING INSTITUTES IN NAIROBI REGION, KENYA
Muthuri Andelina Mugure - Master of Education in Educational Administration, University of Nairobi, Kenya
Dr. Rose Obae - University of Nairobi, Kenya
Edward Kanori - University of Nairobi, Kenya
ABSTRACT
This study investigated the influence of principals’ leadership styles on stakeholders’ involvement in strategic planning in public TTIs. The aim was to establish whether leadership styles influence the involvement of lecturers and students in strategic planning. This was achieved by answering the four research questions namely: (i) to what extent do the principals’ personal characteristics (age, experience, academic qualification) influence their leadership styles? (ii) what type of leadership styles are practiced in public Technical Training Institutions? (iii) to what extent do the principals’ leadership styles influence the strategic planning practices in TTIs? (iv) to what extent to principles involve students leaders and lecturers in strategic planning (v) to what extent do the principals’ leadership styles influence the implementation procedures in strategic planning? The study was motivated by the goal setting theory which emphasizes on the need for technical institutions’ principals to involve key stakeholders in strategic planning as a sure way of achieving the institutional goals. The conceptual framework emphasized on principals’ leadership behaviours (directing, supporting, initiating organization structure, culture) through right attitudes, team building, and goal setting. The TTIs would then achieve increased productivity, financial efficiency and students’ satisfaction and retention. The study adapted descriptive survey design to obtain data and information by administering questionnaires to principals, lecturers and student leaders. Data was collected from 137 respondents who included: 8 principals, 81 lecturers, and 48 students’ leaders drawn from TTIs in Nairobi region. Quantitative data was coded and entered into Statistical Package for Social Sciences (SPSS). Data was analyzed and was presented in tables and graphs (pie charts and bar graphs). The Findings revealed that Principals mainly use democratic leadership style (score 36 out of 50) and blend it with delegative leadership style (score 30 out of 50) and autocratic leadership (score 28 out of 50). Further the findings indicated that principals mainly used informing and consultation when involving lecturers and student’s leaders in strategic planning processes. Based on the findings, the study recommended that MoHEST being the policy provider for TTIs should build capacity on leadership styles so as to provide sound leadership that would ensure that the management of TTIs is in line with the country’s vision 2030. On suggestions for further studies, the study proposed that further research could be done to establish the levels of involvement of other stakeholders in TTIs, and that a similar study could be done for the other four regions.
