| dc.description.abstract | The purpose of this study was to investigate the effect of school culture on leading
strategic change in public secondary schools especially in Nakuru Sub-County. The
specific objectives were to examine the effect of goal orientation, find out the effect of
team orientation, assess the effect of customer orientation, and evaluate the effect of
cultural strength on leading strategic change in public secondary schools in Nakuru Sub County. Descriptive survey method was used, targeting six hundred and twenty five (625)
secondary school teachers in twenty five (25) public secondary schools. A sample size of
one hundred and seven (107) teachers from ten (10) public secondary schools was
obtained using the sampling technique propounded by Nassiuma (2000). A structured
questionnaire was used to collect primary data and analyzed using descriptive and
inferential statistics aided by Statistical Analysis Systems (SAS) data capture software.
The study findings revealed that goal orientation (β = 1.18, p <.0001), team orientation (β
= 0.76, p = 0.0052), customer orientation (β = 0.049, p <.0001), and cultural strength (β =
0.59, p = 0.0081) significantly affected leading of strategic change in public secondary
schools in Nakuru Sub-County. The study concludes that school culture variables of goal
orientation, team orientation, customer orientation and cultural strength significantly
(54%) affected leading of strategic change in public secondary schools in Nakuru Sub County. The study recommends that school leaders should actively involve all members
in setting clear goals that are aligned to overall school goals; have committed teams that
support each other and work in a cooperative and coordinated manner; prioritize
identification, satisfaction and continual improvement on customer needs and
expectations and finally internalize and institutionalize a strong school culture that
supports achievement of school goals and expectations. The study suggested that future
research be inclusive of public and private secondary schools with special focus on
internal communication, teachers’ recognition and rewards and how student’s problems
with the services they get are resolved | en_US |
