EFFECT OF INTELLECTUAL STIMULATION ON SERVICE DELIVERY IN THE TERTIARY EDUCATION INSTITUTIONS IN KENYA
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Abstract
The tertiary institutions of learning play key role in the impartation of desirable knowledge, skills and attitudes to learners for the advancement of the society and the nation economic and social development. The purpose of the study was to establish the influence of intellectual stimulation on service delivery in tertiary education institutions in Kenya. To achieve the set objective, the study developed research hypothesis and was statistically tested at p = 0.05 or < 0.05. The theory on which the study was hinged on was Transformational Leadership Theory. The target population of the study was 31781 from which the researcher sampled 384 respondents using stratified and random sampling techniques. Structured questionnaires were the main tool to collect primary data from the targeted respondents. A pilot study was done to test the reliability and validity of the questionnaire. The data was analyzed using both descriptive and inferential statistics and presented using frequency distribution tables, figures and charts. From the findings, the correlation results showed that Intellectual Stimulation had a strong positive statistically significant (p<0.05) correlation with Service Delivery. The regression findings also showed a positive statistically significant (p<0.05) relationship between Intellectual Stimulation and Service Delivery. Therefore, the study concluded that Intellectual Stimulation had a positive significant relationship with service delivery in in tertiary education institutions in Kenya. Based on the conclusion, policies should focus on creating an environment where employees are encouraged to think critically, challenge the status quo, and contribute to continuous improvement.
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References
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