| dc.description.abstract | Distributed leadership in schools has been highlighted as an important factor in
motivating teachers. In Kenya, on the other hand, the education system allows school
management to make all the important decisions with little influence from the teachers.
Existing studies show that distributed leadership is still low in terms of involvement in
the management of school activities. Massive teacher absenteeism, administrative
tasks, significant staff turnover, a lack of dedication, poor time management, subpar
performance on national exams, strikes, and property damage exacerbate the situation.
Increasing teacher involvement in school decision-making is one of the most promising
techniques for education reform, but empirical data on the circumstances of teachers'
actual participation when given the chance is fairly scant. Therefore, against this
background, this investigation looked into the influence of teacher participation in
management on distributed leadership style in secondary schools in Uasin Ngishu
County, Kenya. It was specific to the influence of teacher involvement in curriculum
management on distributed leadership style in secondary schools in Uasin Ngishu
County, Kenya, management of physical resources on distributed leadership style in
secondary schools in Uasin Ngishu County, Kenya, management of students’ activities
on distributed leadership style in secondary schools in Uasin Ngishu County, Kenya,
management of community partnership on distributed leadership style in secondary
schools in Uasin Ngishu County, Kenya and financial management on distributed
leadership style in secondary schools in Uasin Ngishu County, Kenya. Given the nature
of the study, a descriptive research design that was supported by the participatory
leadership theory, the distributed leadership model, and the change management model
as well as the shared decision-making theory as its primary theory was used. 375
teachers made up the study's population. Based on the Yamane algorithm, a
representative sample of 193 respondents was chosen and identified using stratified
random selection. To confirm the validity and reliability of the data gathering
instrument, a pilot study was conducted. Personal interviews and questionnaires were
used to collect the data. Descriptive and inferential statistics were used in the data
analysis. Descriptive statistics included percentages, frequencies, and averages, while
inferential statistics used a multivariate linear regression model. The study findings
indicated that teachers’ involvement in: curriculum management (β = 0.212, p<.05),
physical resources management (β = 0.126, p<.05), students’ activities management (β
= 0.142, p<.05), community partnership management (β = 0.178, p<.05), and financial
management (β = 0.132, p<.05) had a positive and significant effect on distributed
leadership style. According to the study's findings, Kenya's public secondary schools'
teacher participation in management is highly influenced by distributed leadership
style. The study recommended that public secondary schools’ management should
involve teachers in school leadership. The ministry of education should develop
policies aimed at strengthening teachers’ participation in school management.
Determining the influence of distributed leadership on teacher participation in school
management provides valuable information that is beneficial to the government, the
ministry of education, school managers, teachers, researchers and the general
population. The study has highlighted the contribution of teachers’ involvement in
school management. This study has provided valuable information for designing
appropriate mechanisms for enhancing teacher participation in school management | en_US |
