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The thrust of this study is to examine the influence of head teachers’ leadership styles (autocratic, democratic & laissez- faire) on pupils’ academic performance at Kenya Certificate of Primary Education (KCPE) in Mbooni Division, in Makueni County, Kenya. This study is guided by four research objectives: i. Sought to establish the extent to which head teachers’ autocratic leadership style influence pupils’ performance at KCPE examinations. (ii) Examine whether Democratic and Autocratic leadership styles have different influences on pupils’ performance at KCPE examinations. iii. To determine whether laissez-faire, Democratic and Autocratic leadership styles have different influences on pupils’ performance at KCPE examinations. iv. Identify how many head teachers use each type of leadership style (Autocratic, Democratic and laissez-faire) respectively that influences pupils’ performance at KCPE examinations. The study targeted 63 public primary schools in the Division. A sample of 30 schools was selected using Stratified random sampling technique. The study employed descriptive research design. Questionnaires and Document Analyses were used to collect data for the study. Data was analyzed using descriptive and inferential statistics. In descriptive statistics, frequencies, percentages, means, variance, and standard deviations were calculated, and presented in tables and graphs. Pearson’s Product Moment Correlation of Coefficient was done testing at alpha value 0.05 and multiple regression analysis for Variance was used for research objectives one, two and three. Chi Square test was used on research question four. The study findings revealed that autocratic leadership style have significant influence of positive 0.16*, and is practiced by 5 out of 30 head teachers representing 16.7%. Majority of the head teachers’ 24 out of 30 practice democratic leadership style representing 80% with positive influence though not significant. Laissez faire is practiced by header teacher out of 30 representing 3.3% with a negative influence and not significant. Therefore, influence of head teachers’ leadership styles towards pupils’ KCPE performance contribute 22%. The remaining 78% which influence pupils’ academic performance at KCPE is not yet clear and are varied; this could be motivational levels of teachers and instructional materials among others which this study suggest for further research. This study recommends that, the Government of Kenya and MoE to restructure leadership courses in teacher training institutions to enhance the establishment of effective leadership practices among teacher trainees in the 21st century schools’. Further, Kenya Education Management Institute (KEMI) to organize capacity building programs to empower practicing primary schools’ head teachers on the most effective leadership styles.
Journal of Education and Practice
Influence of Headteachers’ Leadership Styles on Pupils’ Performance in Kenya Certificate of Primary Education Examination in Dagoreti District, Kenya2014 •
2015 •
In the management structure of secondary schools in Kenya, the headteacher is the leader who assigns all the other teachers duties, including teaching assignments. There is therefore the tendency of schools’ overall attainment being associated with the headteachers’ leadership styles. This study sought to investigate teachers’ perceptions on how leadership styles practiced by headteachers of secondary schools in Rongo District, Migori County influence the academic performance of students. The study also intended to determine the predominant leadership style of headteachers in secondary schools in Rongo District. The study adopted a descriptive survey research design. The study population comprised 548 teachers in the 56 secondary schools in Rongo District. Thirty-three schools, which had their current headteachers since the year 2008 and had presented candidates at the Kenya Certificate of Secondary Education (KCSE) examination from the year 2008 to 2011, were purposively sampled. A...
2018 •
Education plays important role in the development of people and nation as well as a vehicle for and indicator of development. This study investigates head teachers‟ leadership influence on pupils‟ academic achievements in Sotik Sub-County. The study adopted descriptive research design method of cross sectional type which was achieved by instruments of structured and unstructured questionnaires, KCPE document analysis and observations. Sotik Sub-County education office examination archives (2013) showed low performance mean score in public primary schools KCPE performance mean score of 232 for 180 public primary schools while 40 private primary school KCPE 2013 means score was 310.This disparity showed in academic performance significantly motivated this study to be carried out in public primary schools so as to investigate head teacher‟s leadership styles influence on pupils‟ academic performance. The objectives of the study were to: Examine head teachers organizational leadership b...
African Educational Research Journal
Influence of principals’ leadership styles on students’ academic performance in secondary schools in Awendo sub-county, KenyaJournal of Education and Practice
A Theoretical and Empirical Review of the Relationship between Head Teachers’ Leadership Styles and KCPE Performance in Public Primary Schools in Kenya2014 •
International Journal of Scientific and Research Publications (IJSRP)
Leadership Styles of Head Teachers’ and their Impacton Students’ Academic Performance in all Public Schools In Kenya a Case of Bungoma County2019 •
The International Journal of Humanities & Social Studies
Effect of Head Teachers’ Leadership Style on Teacher Performance in Public Primary Schools in Turkana Central Sub County, Kenya2021 •
The objective of this study was to establish the relationship between principals’ leadership style and academic performance of Secondary schools in Busia County. This was based on the critical role played by leadership in the management of schools. The foundation theories upon which the concepts of this research were anchored include contingency theory, upper echelons theory and the path goal. Using a descriptive research design, data was collected from 60 teachers using questionnaires. It was analyzed descriptively using frequencies and percentages and inferentially using Pearson’s moment correlation coefficient. The study found a positive relationship between principal leadership styles and teacher productivity and no direct relationship between leadership styles and academic performance but rather a partial relationship value. The study recommends that school principal’s should be vetted so as to ensure only those who are effective are selected to head schools so as to accrue benefits to the education sector and the community in their jurisdiction.
Journal of Education and Practice
A Critical Review of the Leadership Styles on the Performance of Public Secondary Schools In National Examinations In Tana River County, Kenya2014 •
In Kenya, many teachers have been elevated to leadership positions without much formal training leading to mismanagement of schools hence poor students’ performance and disappointing results. The kind of leadership style adopted by a leader greatly determines the nature of performance in national examinations. Experience in Kenya reveals that many schools that were once effective in academic performance have lowered their standards due to poor leadership while others have greatly improved through effective leadership. Whereas good leadership initiates and sustains a slow but steady upward spiral, ineffective leadership makes academic standards plummet. The purpose of this study was therefore to examine the impact of principals’ leadership style on the performance of students in public secondary schools in K.C.S.E. The researcher used an explanatory approach based on a descriptive analysis design to establish opinions and knowledge about the impact of principals ‘leadership style on ...
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