Influence Of Interpersonal Relationship on Job Performance of Delocalized Female Principals in Secondary Schools in South Rift Valley, Kenya

Abstract

This research investigates the critical issue of interpersonal relationship among educators, with a specific focus on female principals in secondary schools in Kenya. The study aims to explore the relationship between interpersonal relationship and job performance among delocalized female principals in the South Rift region from 2018 to 2022. The main objective of the study was to examine how interpersonal relationship influences job performance of delocalized female principals in secondary schools in South Rift Valley, Kenya. The study employed mixed method approach and was guided by the theory of psychological wellbeing. The target population consisted of all delocalized female principals in south rift; there are 151 public secondary schools headed by female principals. 80% of them have been delocalized since 2018. Therefore, the study targeted 121 delocalized female principals where Kericho had 50, Bomet 45 and Narok 26. The study employed census sampling method to sample schools and all principals to participate in the study. Therefore, a total of 121 principals were sampled and included in the study. Data was collected by means of interview schedule and questionnaire including Maslach Burnout Inventory (MBI) tool that measured the risk of burnout. However, all the sampled population was administered with questionnaires while 30% (36) were administered with interview schedules in order to enrich the study with qualitative information. A pilot study was carried out before the actual data collection and a reliability coefficient of 0.85 was obtained therefore the research instruments was deemed reliable. The collected data were subjected to statistical analysis using the Statistical Package for Social Sciences (SPSS) computer programme version 23.0. Descriptive statistics were used in the data analysis and the findings were presented in frequency tables, percentages and graphs. The study found out that principal-teacher and principal-student relationship determines the level of stress at school and that relating with parents and community well reduces burnout. The findings of this study may be of benefit to the government, school administrators and policymakers in coming up with effective strategies that will improve interpersonal relationships in schools. The study may also benefit teachers’ service commission and the Ministry of Education in designing and monitoring intervention strategies to address the challenges faced by female schools principals in mental build-up. The study recommends that regular training and professional development programs should be implemented to help principals manage their interpersonal relationship effectively.