INFLUENCE OF PRINCIPALS’ DEMOCRATIC LEADERSHIP STYLE ON STUDENTS’ ACADEMIC PERFORMANCE IN PUBLIC SENIOR SCHOOLS IN TANA RIVER SUB COUNTY, TANA RIVER COUNTY, KENYA

Wilfridah Mogotu Gekonge, Rose Wambui Njihia, Celestine Ndanu

Abstract


This study examined the influence of principals’ democratic leadership style on students’ academic performance in public senior schools in Tana River Sub-County, Tana River County, Kenya. The objectives were to find out the influence of principals’ shared decision-making practices on students’ academic performance and to find out the influence of principals’ open communication practices on students’ academic performance. The study was anchored on the Democratic Leadership Theory and adopted a mixed-methods approach using a convergent parallel mixed-methods design. Specifically, the study employed a descriptive survey research design for the quantitative component and a qualitative descriptive inquiry design for the qualitative component. The target population consisted of 13 schools, 13 principals, 220 teachers and 1 Sub-County Education Officer, acknowledging the heterogeneity of their roles. Stratified and simple random sampling was used to select 10 schools, while expert purposive sampling was used to select 10 principals and 1 Sub-County Education Officer. Proportionate stratified and simple random sampling was used to select 90 teachers. Data were collected using questionnaires for teachers and in-depth interview guides for principals and the Sub-County Education Officer. Quantitative instruments were validated through consultation with research experts with substantial knowledge and experience in educational leadership and management, while the reliability was determined using Cronbach’s alpha. Quantitative data were analyzed using descriptive statistics (frequencies and percentages) with SPSS version 25 and presented using tables, bar graphs, and pie charts. Qualitative data were analyzed thematically and presented through narratives and direct quotes, with trustworthiness ensured through credibility, transferability, dependability, and confirmability. Ethical considerations, including informed consent, confidentiality, and voluntary participation, were strictly observed. The study revealed that principals’ democratic leadership style, through shared decision-making, open communication, teamwork, and collective problem-solving, positively influenced students’ academic performance in public senior schools in Tana River Sub-County. These practices enhanced teacher participation, commitment, collaboration, and collective responsibility for academic achievement. However, student participation and data-driven decision-making were relatively weak. The study recommended strengthening democratic leadership practices, promoting greater stakeholder participation, and enhancing leadership training to improve academic performance.

Keywords


Kenya, principal, democratic, leadership, students, academic, performance

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i7.6922

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