| dc.description.abstract | Education is a fundamental human right enshrined in all major United Nations and other international charters, and need to be provided in the most efficient manner. Education has been found to play a major role in social, political, economic and cultural perspectives of a country (Mbeche and Ndiritu, 2005). It is therefore important to find out how education can be achieved in the most efficient manner. Like any other organization, the success and failure of the school is associated with the quality of its leadership (Schultz (2003). Scholars have tried to establish the kind of leadership behaviour that would enhance efficiency in organizations (Kouzes and Posner, 2002). The current study links transformational leadership with school efficiency. The purpose of this study was to explore the relationship between transformational leadership styles of secondary school principals and school efficiency as measured by academic performance and discipline in Nairobi Province. Kouze’s and Posner’s Leadership Practice Inventory(LPI) was used to measure the transformational leadership styles of school principals while information on school discipline and academic performance was gathered from the questions attached to the LPI. Data was analysed by the use of Pearson correlation coefficient and ANOVA. The findings indicated that transformational leadership is correlated with the two variables. The findings of also provide implications for the leadership of secondary school principals as they practice transformational leadership in their schools. This has a direct implications for institutions that prepare secondary school principals to come up with programs that will enhance secondary school principals skills to create learning organizations Secondary school principals must exhibit strong leadership skills in all five of the practice areas measured by the Leadership Practices Inventory in order to succeed in today’s high stress and ever-changing world of educational leadership.. | en_US |
