DOI: 10.21276/sjhss 348 Saudi Journal of Humanities and Social Sciences ISSN 2415-6256 (Print) Scholars Middle East Publishers ISSN 2415-6248 (Online) Dubai, United Arab Emirates Website: http://scholarsmepub.com/ Head Teachers’ Transformational Leadership Intervention Strategies on Class Repetition in Primary School Education in Kenya Sambu Nicholas Kipng’etich 1 , Dr. Chumba Sammy K 2 , Prof. Tanui Gordon J 3 1 A Doctor of Philosophy Student, Department of Education Management and Policy Studies, School of Education, Moi University, Kenya 2 Senior Lecturer, Moi University, School of Education, Department of Education Management and Policy Studies, Kenya 3 Associate Professor, Moi University, School of Education, Department of Education Management and Policy Studies, Kenya *Corresponding Author: Sambu Nicholas Kipng’etich Email: sambunick@gmail.com Abstract: Statistics on enrolment indicates that, Kenya is experiencing class repetition in primary school education despite the gains earlier made associated with universal access to primary school education. The practice increases the possibility of the pupil to drop out of school. The purpose of this study was to investigate head teachers’ transformational leadership intervention strategies on class repetition in primary school education in Kenya. The study was guided by Self-Efficacy theory developed by Bandura Albert and pragmatism philosophy and conducted in Uasin Gishu County in Kenya. The study found out that, pupil academic performance, curriculum instruction, school culture and dynamic leadership are important intervention strategies related to head teachers’ transformational leadership that have an influence on class repetition. The study recommends a further study on a situational analysis of transformational leadership training as a new management strategy in primary schools in the 21 st century in the country. Keywords: Class Repetition, Interventions Strategies, Transformational Leadership BACKGROUND OF THE STUDY The Kenyan government since independence has reformed the education sector through commissions, task force and circulars and signing global agreements. Kenya has signed the United Nations Declaration on Human Rights of 1948 and the Jomtien education for all (EFA) of 1990 indicating the country’s commitment to education of its citizens and this had an impact on the development of educational policies [1]. Kenya through its Constitution of 2010, provided a commitment to provide universal primary education for all school age going children [2]. In a nutshell, these have contributed in the development of a roadmap of educational policies in Kenya. However, with all these efforts, the country is experiences wastage as learners drop out and repeat classes [3]. UNESCO [4] takes cognizance that Kenya was still facing drop out, class repetition and low transition to secondary schools, though there was Free Primary education in place. Class repetition depends on the political situation in a country and politically, the implementation of class repetition policy has had unpredictable history, for new government and administrators might maintain the policy or remove it [5]. Muricho and Chang’ach [6], noted that since the attainment of independence, Kenya has attempted to formulate and implement educational reforms, but the recommendations have not served Kenyans adequately. It has been noted of class repetition occurrence in primary schools, as indicated by several circulars since 1999 and 2013 (Circular No. QAS/N/1/22/39, Circular No. MOE/HRS/3/7/4). Despite these circulars and policy in education as regards class repetition, there is still prevalence of class repetition in primary schools within the context of the Free Primary education in Kenya. Intervention in education, is a way of addressing pupils’ academic needs in schools [7] and through the intervention process, pupil academic progress, is observed in order to determine which pupils are not meeting the academic benchmarks. The intervention offered enables pupils to make educational growth and schools accurately identify pupils who may need special attention [8]. The quality of school leadership, is important for any successful organizations and institutions worldwide [9]. Dynamic and effective leadership, makes a school thrive and unique in comparison with an unsuccessful one. Institutions have stated missions, goals, objectives and values that drive it and the