Influence of Principals’ Supportive Leadership Style on Tutors’ Support for Implementation of Performance Appraisal of Tutors in Public Primary Teachers Training Colleges in Kenya

Mwania Johnson Kavita, Ursulla A. Okoth and Jeremiah M. Kalai
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Mwania Johnson Kavita: University of Nairobi
Ursulla A. Okoth: Department of Educational Management, Policy and Curriculum Studies; University of Nairobi
Jeremiah M. Kalai: Department of Educational Management, Policy and Curriculum Studies; University of Nairobi

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 10, 1599-1614

Abstract: The study objectives sought; to establish the influence of principals’ supportive leadership style on tutors’ support for implementation of performance appraisal in public primary teachers training colleges in Kenya. The study employed descriptive research design. The target population comprised of 840 tutors and 21 principals drawn from the 21 public teachers training colleges in Kenya as of 2021. Stratified proportionate random sampling was used to select 271 tutors in teachers’ training colleges in Kenya. Census was used to select all the 21 principals of training colleges in Kenya. Primary data were collected using questionnaire for tutors and interview guide for the 21 Principals. The study findings demonstrated that supportive leadership style of principals showed a significant positive effect on tutors’ support for performance appraisal (β = 0.386, p

Date: 2024
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