INTEGRATIVE LEADERSHIP, EMPLOYEE MOTIVATION, STAKEHOLDER ENGAGEMENT, AND PERFORMANCE OF PUBLIC BOARDING SECONDARY SCHOOLS IN FRONTIER COUNTIES OF KENYA

Abstract

School performance in the Frontier Counties Development Counties (FCDC) continue to raise critical questions owing to myriad issues. Kenya Certificate of Secondary Education (KCSE) performance in the region has been so poor that no school has ever featured among the top 100 nationally ranked schools in the Kenya National Examination Council (KNEC) ranking. The best student from the region has never made to the top 100 list of students nationally. Available literature reveals that few studies undertaken in this context in the past have been biased majorly on gender distribution hence the study was likely to be prejudiced during data collection. This study therefore aimed at assessing the effect of integrative leadership, employee motivation, and stakeholder engagement on the performance of public boarding secondary schools in selected Counties under the FCDC Kenya. The research objectives were clearly defined: To determine the effect of integrative leadership on the performance of public boarding secondary schools in selected Counties under the FCDC Kenya; to ascertain the mediating effect of employee motivation on the relationship between integrative leadership and performance of public boarding secondary schools in selected Counties under the FCDC Kenya; to establish the moderating effect of stakeholder engagement on the relationship between integrative leadership and performance of public boarding secondary schools in selected Counties under the FCDC Kenya, and to determine mediation–moderator effect of employee motivation and stakeholder engagement on the relationship between integrative leadership and performance of public boarding secondary schools in selected Counties under the FCDC Kenya. This research was rooted in the Full Range Leadership Theory, emphasizing integrative leadership variables. Employing a pragmatic research philosophy, the study utilized a mix of research approaches and strategies. The study covered a wider geographic scope, but the researcher deployed multiple assistants during the data collection to save on time. The study involved a comprehensive sample size of 440 participants, including student leaders, teachers, principals, Board of Management representatives, county directors of education, TSC county directors, and development partners. Unlike previous studies, which often exhibited gender bias, this research included mixed-gender public boarding secondary schools, ensuring a more comprehensive understanding. The selection of the current study through the involvement of mixed public boarding secondary schools was expected to bridge the knowledge gap brought about by other studies. Questionnaires were administered to teachers and students, while interviews were conducted with principals, BOM representatives, and County Directors. Data analysis included both quantitative techniques (descriptive and inferential statistics) and qualitative methods, organizing qualitative data into thematic categories. The findings confirmed a significant positive relationship between integrative leadership and school performance. Additionally, employee motivation partially mediated this relationship, indicating its role in enhancing performance. Furthermore, stakeholder engagement emerged as a significant moderating factor, enhancing the positive impact of integrative leadership on school performance. The study also found a significant mediation-moderation effect of employee motivation and stakeholder engagement on the relationship between integrative leadership and the school performance. The study suggests longitudinal study that tracks the performance of public boarding secondary schools in selected counties over time and assesses the impact of integrative leadership, employee motivation, and stakeholder engagement on the overall school performance.