©2023 Pearl Research Journals Relationship Between Delocalized Principals’ Transformational Leadership Tenets and Institutional Performance Among Public Secondary Schools in the Lower Eastern region, Kenya Mawira M Stanley*, Jagero Nelson, Ogembo O John and Kimanthi Peter Accepted 15 October 2023 Faculty of Education and Resources Development,Chuka University, P.O Box 109-60400, Chuka, Kenya. ABSTRACT The study aims to determine the relationship between the leadership style of delocalized principals, specifically transformational leadership and the performance of public secondary schools in the lower Eastern Region of Kenya. It was informed by the need to illustrate the extent to which implementation of delocalization policy has contributed to the improvement of institutional performance. The study adopted descriptive cross-sectional survey and correlational research designs. Multistage sampling was used to select 144 principals, 144 senior teachers and 6 educational officials from 1086 respondents. Questionnaires and interview schedules were used to collect data from the sampled respondents. Qualitative data obtained were analyzed thematically, while quantitative data were cleaned, coded and analyzed descriptively and inferentially with the aid of the Statistical Packages for Social Sciences (SPSS) version 26.0 computer software. Frequency and percentages were used to describe the existing relationship between the study variables, while the study hypotheses were tested using regression analysis at 0.05 level of significance. The study established that there is a positive and significant relationship between idealized influence, inspirational motivation, intellectual stimulation as well as individualized considerations and institutional performance. Ultimately, the study illustrated that there exists a positive and significant relationship between the transformational leadership style of the delocalized principals and the performance of their schools. It is therefore recommended that TSC should continue to implement the best practices of delocalization for education stakeholders to reap its inherent benefits. The Ministry of Education (MOE) in Kenya should organize training workshops for principals on how to implement transformational leadership tenets. Keywords: Transformational leadership, Idealized Influence, Inspirational motivation, Intellectual stimulation, Individualized consideration and Institutional performance. *Corresponding author.Email: smawira98@gmail.com; jogembo@chuka.ac.ke INTRODUCTION Education is widely considered to be important for the survival and success of individuals and communities in emerging economies globally. It has been associated with personal, social, political, economic or cultural development of individuals and communities (Beyene, 2016). As a matter of fact, education touches every aspect of learners’ lives paving the way for their logistics development and ultimately that of the society. Consequently, Sustainable Development Goals (SDG) on education emphasizes the need for boys and girls (UNESCO-GEM 2015) to acquire quality education to better their future career prospects and their lives generally. In an attempt to achieve this important goal and provide quality education for their populace, countries all over the world are increasingly spending a significant proportion of their recurrent budget on financing education (Itegi, 2016). Educational institutions and their managers in various countries of the world are greatly pressurized by stakeholders who are demanding for educational outcome that Research Journal of Educational Studies and Review Vol. 8 (2), pp. 21-30 November 2023 ISSN: 2449-1837 Research Paper https://doi.org/10.36630/rjesr_23012 http://pearlresearchjournals.org/journals/rjesr/index.html