Abstract :

This study explored the relationship between principals’ transformational leadership style and teachers’ job commitment in public secondary schools in Kitui County, Kenya. Anchored on Transformational Leadership Theory, the study employed a convergent parallel mixed-methods design integrating descriptive and phenomenological approaches. The target population included 410 schools, 410 principals, 410 deputy principals, and 2,417 teachers. A sample of 243 schools and 343 teachers was obtained using Taro Yamane’s formula. Data collection utilised questionnaires and interview guides, with quantitative data analysed using descriptive and inferential statistics, and qualitative data analysed thematically. Findings revealed that transformational leadership significantly predicted teachers’ affective and continuance commitment, but not normative commitment. The study recommends strengthening principal leadership training and enhancing inclusive leadership practices.

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Keywords :

Demographics, Teachers’ job commitment, Transformational Leadership Style

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