EFFECT OF ORGANIZATIONAL CULTURE ON LEADING STRATEGIC CHANGE IN PUBLIC SECONDARY SCHOOLS IN NAKURU SUB-COUNTY, NAKURU COUNTY, KENYA

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 SubCounty. 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 SubCounty. 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.