AWARENESS AND PRACTICE OF SERVANT LEADERSHIP STYLE THROUGH SERVICE IN CENTRAL KENYA CONFERENCE SECONDARY SCHOOLS

The objective of the study was to evaluate the extent to which Central Kenya Conference (CKC) region principals practice Servant Leadership style through service in their institutions. The research was informed by Transformational Leadership Theory as put forth by Burns in the late 20th century. The Research question in the study was: What is the teachers' rating on principals' practice of Servant Leadership style in their institutions through service. Responses to this question within the topic were to determine the extent to which principals practice servant leadership through service. Purposive Sampling technique was applied to come up with 82 teachers and 6 principals who formed respondents. This technique allows a researcher to use cases that have the required information with respect to the study; hence the case in this study. Principals and teachers were identified as respondents due to their ability to comprehend questionnaire items in relation to the nature of the variables. The research design used was Descriptive Survey. Data was analyzed by standard t-test and ANOVA procedures at α=0.05. Analyzed data was presented using descriptive statistics in form of frequencies, percentages, means and standard deviations. At a pre-test stage, servant leadership through service yielded coefficient of 0.86. That indicated reliability was acceptable to be used with a questionnaire return rate of 78.7%. The outcome yielded µ=2.44 on responses on servant leadership through service. The t-test for equality of means generated sig. (2-tailed) of .235 for leadership through service. Since p>0.05, there was no significant difference between the evaluation rating of male and female teachers on the principals' practice of servant leadership through service. Male and female teachers had similar evaluation of their principals' practice of servant leadership through service.