EFFECTS OF LEADERSHIP STYLE ON STUDENTS’ COMPLETION RATES IN SECONDARY SCHOOLS IN KENYA

Mercy A. Imbovah, Benard Nyatuka, Sorobea Bogonko, Evans Nyamwaka

Abstract


The purpose of this study was to investigate the effects of leadership style on students’ completion rates in secondary schools in Meru Central Sub County, Kenya. The study was guided by the systems and benchmarking theories and adopted the descriptive survey research design. A questionnaire was used to collect relevant data. A sample of 24 principals, 120 teachers and 240 students participated in the study. The study findings revealed that principals’ leadership style influenced completion rates among students in secondary schools in the sub county. It was therefore, concluded that the principal’s leadership style influences the students’ completion rates in secondary schools. The findings are significant as they could assist in redressing challenges of students’ completion rates arising from poor leadership as well as administrative skills. The findings could also help the relevant policy makers and bodies to formulate related education policies and establish the legal framework to enhance students’ completion rates.

Article visualizations:

Hit counter


Keywords


separation stress, transition, preschool children, parents counselling

Full Text:

PDF

References


Ayako, A. O. (2009). Training Needs of Secondary Schools Teachers for Effective Implementation in Kenya. An unpublished Mphil. Moi University, Eldoret.

Charles, L. (2009). Internal efficiency measures in promotion of access and completion rates in public secondary schools of Bungoma South District. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/20631Discussion Paper No. 55.

Enos, H. (2003). Education financing in Kenya: secondary school bursary scheme implementation and challenges. Nairobi: Institute of Policy Analysis & Research.

Fred, Y. L. (2001) Looking into the classroom. New York: Hamper and Row Publishers.

Field, T. Healy, B. Goldstein, S. & Guthertz, M. (2010). Behavior-state matching and synchrony in mother–infant interactions of non depressed versus depressed dyads. Developmental Psychology, 26, 7–14.

Fulmer, R. M. (1999). Supervision principals of professional management. New York: Macmillan.

Imbova, M. et al. (2018). Students’ completion rates: implications for teaching and learning Resources in Secondary Schools in Kenya. Journal of Education and Practice, Vol.9(24), pp38-43

Kamindo, C. D. (1998). Instructional Supervision Practices of Principals of Secondary Schools Kenya. Unpublished PhD Thesis, Moi University.

Kimeu, J. M. (2010). Influence of secondary schools principals’ instructional supervision practices on KCSE performance in Kasiekeu Division, Mukaa District, Kenya. Unpublished M.Ed Project, University of Nairobi.

Kimosop, M. K. (2002). A Study of the Role of the Headteacher in Instructional Supervision in Karbarnet and Salawa Division of Baringo District, Unpublished M.Ed Project, University of Nairobi.

Leithwood K. & Jantzi D. (1999). The effects of transformational leadership on organizational conditions and student engagement with schools. Journal of Educational Administration, 38(2):112-129. (Related project work, personal collection).

Mackatiani C. (2017). Influence of physical facilities on quality primary education in Kenya in post UPE and EFA era. European Journal of Education Studies -Volume 3 │Issue 5 │PP 822-838

Mackatiani C. (2017). Influence of examinations oriented approaches on quality education in primary schools in Kenya. Journal of Education and practice -Volume 8/14/PP 51-58

Mackatiani, C. I., Ariemba, A. N., Ngware, J. W. (2020). African response to quality education: comparative perspectives on quality primary education in Kenya. European Journal of Educational Studies, Vol 6(11)2020 pp313-324.

Magondu, M. S. (2011). Factors influencing students transition rates to secondary school: a case of Kieni East District, Nyeri County, Kenya. Retrieved from http://erepository.uonbi.ac.ke:8080/handle.

Martin, N., & Halperin, S. (2006). Whatever it takes: How twelve communities are reconnecting out-of-school youth. Washington, DC: American Youth Policy Forum. Retrieved from http://www.aypf.org/publications/Whatever-It-Takes/WIT-full.pdf.

Musungu, L. L. & Nasongo, J. W. (2008). The head-teacher’s instructional role in academic achievement in secondary schools in Vihiga district, Kenya.

Okumbe, J. A. (2001). Human Resource Management; An Educational Perspective. Nairobi Educational Development and Research Bureau.

Olembo, J. O. Wanga, P. E. & Karagu, N. M. (2004). Management in Education, Nairobi: Educational Research and Publications.

Ongiri, I. & Abdi, A. (2004). “Hard Work is the Secret of Success”. Nairobi: Kenya. The Standard, 21 March p.5.

SPSS (2010). IBM SPSS statistics 19 Core System. User’s Guide. SPSS Inc.




DOI: http://dx.doi.org/10.46827/ejes.v7i12.3446

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Mercy A. Imbovah, Benard Nyatuka, Sorobea Bogonko, Evans Nyamwaka

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).