MODERATING ROLE OF REGULATORY FRAMEWORK ON THE RELATIONSHIP BETWEEN LEADERSHIP PRACTICES AND PERFORMANCE OF CHARTERED UNIVERSITIES IN KENYA
Abstract
Purpose of the study: The purpose of the study was to determine the moderating effect of the regulatory framework in the relationship between leadership practices and performance of chartered universities in Kenya.
Problem statement: The university's regulatory framework defines how universities perform different functions and provides guidance to accredited and informal universities. However, in the twenty first century, universities in Kenya have faced challenges which include lowering the enrollment rate of college students, low salary, lack of promotion opportunities, unsatisfactory leader behavior, student discipline problems, uncooperative colleagues and unconducive working environment, lack of effective and efficient quality service delivery to clients, inadequate quality manpower, inadequate research, staff turnover, followed by student anxiety and increased faculty strikes. Such challenges have been attributed to weak leadership practices of university leaders who have neglected regulatory framework as one of the key mechanisms by which strategic leaders lead their organizations to sustainability and which consequently has led to the underperforming of most of universities for many years.
Research methodology: The study used quantitative research approach. The sample size was 245 and included 49 chartered universities operating in Kenya. Data was collected from academic registrars, persons in charge of human resources, finance, quality assurance and student chairpersons. A self-administered, semi-structured questionnaire was used to collect the data. Obtained data was analyzed using descriptive statistics.
Findings: The study results showed that the correlation results indicated that the regulatory framework is positively and significantly associated with performance (r=.599, p=000). The study thus rejected the null hypothesis and adopted the alternative hypothesis. Thus, the study established a moderating effect of the regulatory framework in the relationship between leadership practices and the performance of chartered universities in Kenya.
Conclusion: The regulatory framework is positively and significantly associated with performance. Further, the study concluded that a significant and positive moderating effect of the regulatory framework exists on the relationship between leadership practices and the performance of chartered universities in Kenya.
Recommendations: Based on the study’s findings, it is recommended that quality education, quality assurance, learning environment, quality of learning facilities, and academic freedom be emphasized by regulatory bodies such as the Commission for University Education. Further, it is recommended that universities must adhere to the requirements and standards of academic excellence set by the Commission for University Education.
Keywords: Regulatory framework, Leadership practices, performance, Chartered Universities, Kenya
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