Abstract:
The study examined the influence of principals’ inspirational motivation on students completing their
studies, focusing on 13 public secondary schools in Murang’a South Sub-County, Kenya. The study
applied the mixed-method approach with the convergent parallel design, targeting form 2, 3 and 4
students, teachers and deputy principals. In data collection, structured questionnaires and interviews,
targeting the views of the students as well as drawing out views from the deputy principals and teachers
were utilized. Data analysis was conducted using two approaches: quantitative and qualitative.
Quantitative data was analyzed using multiple linear regression, while qualitative data was analyzed
thematically and presented through direct quotes and verbatim. The analysis showed that inspirational
motivation is a major predictor of students’ completion rates, with significant results (R² = .899, ? =
.487, p = .001, F = 549.489). The results were significant, with high linearity between the independent
variable and the dependent variable (F = 70.444, p = .001). Principals' inspirational motivation was
realized through collective purposes, motivational speakers, and counselling. Principals should
promote the school vision through assemblies and forums, provide mentoring and individualized plans
for at-risk students, while the Ministry of Education and the Teachers Service Commission (TSC)
should provide training for transformational leadership and inclusive practices to address disabilities,
poverty, and learning difficulties to improve completion rates. |
