Effect of Principals' Leadership Competencies on Teachers' Motivation in Public Secondary Schools in Vihiga County, Kenya

Author: Victoria Zyeri Atonya, Dr. Michael Kimotho, Dr. Rose Atoni

Date: 2026

Abstract: Phenomenological qualitative strand. The target population comprised 159 principals, 2,560 teachers, 159 Board of Management (BOM) chairpersons and 10 Sub-County Directors of Education drawn from all public secondary schools in the county. Using Nassiuma's (2000) formula, a sample of 93 principals, 93 BOM chairpersons and 206 teachers was drawn through stratified and systematic sampling, while the ten Sub-County Directors of Education were included through census. Quantitative data were collected using structured questionnaires whose reliability was established through split-half testing (Cronbach's alpha = .804; Guttman split-half coefficient = .811), while qualitative data were obtained through in-depth interviews, document analysis and an observation schedule. Descriptive statistics (means, frequencies and percentages) were used to profile principals' leadership competencies and teachers' motivation, while the null hypothesis that principals' leadership competencies have no statistically significant effect on teachers' motivation was tested at the .05 level of significance using one-way analysis of variance (ANOVA), from which an equivalent regression model summary was derived to express the proportion of variance in teacher motivation explained by leadership competence. Findings showed that principals exercised leadership competencies to a large extent (overall mean = 3.90), particularly in sharing the school vision and complying with statutory registration requirements, although engagement in continuous professional development programmes remained comparatively weak (mean = 2.60). The hypothesis test yielded F(4, 291) = 3.09, p = .020, R² = .041, leading to rejection of the null hypothesis and the conclusion that principals' leadership competencies significantly predict variation in teachers' motivation, albeit modestly. Qualitative accounts corroborated this pattern, with respondents emphasising the role of shared vision, ethical conduct and collaborative goal-setting in sustaining teacher motivation. The study recommends structured, continuous leadership-development programmes for principals and closer supervision by the Teachers Service Commission and the Ministry of Education to strengthen leadership competencies across schools.

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