Abstract: This study examined the relationship between principals’ idealized influence and academic performance in secondary schools in Bureti Sub-County, Kenya. Idealized influence, a key dimension of transformational leadership, reflects principals’ ability to act as ethical role models, demonstrate integrity, and inspire teachers and learners through exemplary conduct. The study was informed by persistent variations in KCSE performance across schools despite operating under similar policy and resource frameworks. A correlational research design was adopted, targeting 54 secondary schools, from which 10 Extra County schools were purposively selected and categorized into high-performing and low-performing schools based on five-year KCSE mean scores (2018–2022). The study involved a census of 10 principals and a sample of 184 teachers selected using Krejcie and Morgan sampling procedures and simple random sampling. Data were collected using a modified Multifactor Leadership Questionnaire (MLQ) and principal interview schedules. Quantitative data were analyzed using descriptive statistics and logistic regression, while qualitative data were analyzed thematically. Reliability coefficients ranged from 0.838 to 0.881. Findings revealed that principals demonstrated a moderate level of idealized influence (M = 3.04, SD = 0.65). Inferential results showed that idealized influence had no statistically significant relationship with academic performance classification (B = -0.110, SE = 0.226, p = 0.628), although a weak negative association was observed. The study concludes that while idealized influence contributes to shaping school culture and professional values, it doesn’t predict academic performance, suggesting the influence of broader contextual and instructional factors.

Abstract: This study examined the influence of principals’ individualized consideration on academic performance in high-performing and low-performing secondary schools in Bureti Sub-County, Kenya. The study was motivated by persistent disparities in KCSE performance among schools operating under similar policy and resource conditions. A correlational research design was adopted to determine the relationship between principals’ individualized consideration and students’ academic performance. The target population comprised 54 secondary schools, 54 principals, and 487 teachers. A sample of 10 Extra County schools was purposively selected, involving all 10 principals through census sampling and 214 teachersselected using the Krejcie and Morgan sampling technique and simple random sampling. Data were collected using a modified Multifactor Leadership Questionnaire (MLQ) and interview schedules. Validity was ensured through expert review, while reliability was confirmed through a pilot study and test-retest method, yielding reliability coefficients ranging from r = 0.838 to 0.881 (p < 0.01). Quantitative data were analyzed using descriptive statistics and simple linear regression in SPSS version 30.0, while qualitative data were analyzed thematically. Findings indicated that principals’ individualized consideration was moderately practiced overall (M = 3.42, SD = 0.78), with higher levels in high-performing schools than low-performing schools. Regression analysis revealed a significant positive relationship between individualized consideration and academic performance (β = 0.47, p < 0.05). The study concludes that principals’ personalized leadership practices significantly enhance academic performance and recommends strengthening leadership training programs to improve mentoring and teacher support.