Relationship between Head Teacher Leadership and Resource Mobilization in Secondary Schools in Baringo County, Kenya

Abstract

The purpose of this study was to establish the effect of head teacher's leadership on resource mobilization in schools in Baringo County. The study was based on the transformational theory articulated by Bass.  The study targeted head teachers and District Education Officers who constituted the respondents. Stratified, simple random and purposive sampling was used to select the sample size. A qualitative and quantitative survey design was adopted for the study. A questionnaire and interview schedules was used to collect data. Data was coded and analysed by descriptive and inferential statistics and presented by use of percentage tables, graphs and charts. From the model, (R² = .736) shows that all the predictors account for 73.6% variation in resource mobilization. The leadership strategy (β₂ =1.18) had significant relationship with resource mobilization, however leadership skills (β₁ = -0.070) was not significant. The leadership strategy had significant influence on resource mobilization, while leadership skills do not influence resource mobilization. The delegation as a leadership skill was found to be the best in resource mobilization. The head teachers should provide effective leadership for academic staff, non-academic staff and students since the extent at which head teachers are able to steer school activities in the right direction would determine the level of resource mobilization. All major stakeholders should be involved in the strategic planning to guide the process of resource mobilization, allocation and utilization according to priorities set in schools.