Electronic leadership has been embraced by different organizations with the onset of corona virus to aid in executing roles remotely. Due to changing leadership styles, there has been a significant shift from the traditional leadership approaches, needing more diverse skills, changes on leadership practices, and other dynamics like leadership styles coming into play. This study was based on the paradigm shift caused by covid-19 pandemic in learning institutions leadership roles, where many institutions adopted electronic leadership to keep running, diversifying roles of administrators. The case study picked was that of University of Nairobi. The main objective was to establish the influence of electronic leadership on staff productivity. The specific e-leadership variables were e-leader communication skills, e-leader social skills and e-leader technological skills, and how they influenced staff productivity. A descriptive survey design was used to explain how the variables correlated with each other, and how electronic leadership influenced staff productivity. The study population was all administrators at the University of Nairobi, and sampling was done using Yamane scientific formula. The main tool for data collection was questionnaire. The analysis method was both descriptive and inferential analyses were done. It was established that most of the staff were satisfied with how staff were handled in getting updates on works in progress or delivery of assigned roles. The staff indicates that the regular online meetings to update staff keeps them abreast of what is happening. It was also established that eleaders acts as a liaison, connecting the staffs and their execution of their roles. Leaders possessed supportive behavior over the electronic platforms and were willing to assist the staffs. Most leaders were able to effectively use technology to delegate tasks. Electronic leadership was equally satisfactory in delivering staff productivity, as the staff were satisfied with the work done and delivered remotely and electronically. Findings further indicate that the three independent variables of e-leader communication skills, e-leader social skills and e-leader technological skills had statistically significant correlation with staff productivity. They had positive influence on staff productivity. It was recommended that learning institutions need to invest in the electronic leadership capacities, by investing in e-communication, e-socializing and e-technology for the administrators. Investment in the three key electronic leadership roles was conceptualized to have a positive significant influence on staff productivity, which translates to improved service delivery.

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