It is well established that the principal is best positioned to enhance teaching and learning in a school and that leadership is second only to classroom instruction among all school-related factors that contribute to student learning. The purpose of this article was to investigate the influence of principal leadership style on teacher outcomes in secondary schools. From a sample of 36 secondary schools in Bungoma and Kakamega Counties, Kenya, 31schools agreed to participate in a study on leadership attributes of principals. All principals in the participating schools were purposeful selected to complete the Multifactor Leadership Questionnaire (Form 5X-Short) as well as 72 teachers for their respective principals. Based on teacher responses, Transformational leadership styles and Contingent Reward (a Transactional leadership style) were found to correlate highly with teacher outcomes. This study confirms the significance of leadership and provides specific insight into the nature of leadership.

This study sought to examine the effect of principals' leadership styles on students' academic performances in Kenya Certificate of Secondary Education (KCSE) Examinations in public secondary schools in Homa-bay County, Kenya. The study was premised on a combination of modified Bossert's framework and Pitner's moderated theoretical frameworks which contend that principal's role is influenced by intertwined factors including external antecedent variables and prevailing external environmental conditions. The study had two fold objectives, namely i) assess teachers perceptions regarding their principals leadership styles ii) analyze the relationship between principals leadership styles and students' academic performance. The study adopted an ex-post facto research design. From an accessible 39 secondary schools, 36 were randomly selected to provide 36 principals and 216 teachers yielding an overall sample size of 252 respondents. Questionnaires were piloted to determine their validity and reliability before being used to collect quantitative data from sampled subjects. The study established that principals in the study locale used leadership styles that were not conducive to teacher-student interactive learner-centered learning that enhanced students' academic performance. A test of hypothesis using the chi-square test of association (X 2 =15.67, df =5) at ∝ =.05level of statistical significance further established that there was a significant relationship between the leadership styles applied by principals as perceived by teachers and students' academic performance. The schools that embraced more democratic and participatory leadership styles that encouraged group work and team spirit performed significantly better than those that used more autocratic leadership styles that were largely dictatorial. Several recommendations were made key among them being that the Ministry of Education through the Kenya Education Staff Institute (KEMI) should intensify in-service training for school principals on use of learner-centered leadership styles geared towards enhancing students' academic performance not only in the study locale of Homa-Bay County but other counties with similar management challenges[302 words].

This study explored school heads' perceptions regarding their school leadership styles. The study adopted a qualitative research design. The sample of the study consisted of 10 male and 10 female head teachers from Peshawar, Khyber Pakhtunkhwa, Pakistan. Data were collected using semi-structured interviews. Findings revealed that school heads adopted a number of leadership styles. The main leadership styles included instructional leadership, transformational leadership and moral leadership. These different leadership styles were adopted keeping in view the needs of different situations that heads found themselves working in. The study has important implications for school management, schoolteachers, researchers and policy makers.

The study was designed to investigate leadership type and principal managerial effectiveness in secondary schools in Ibadan metropolis. It adopted the descriptive research design of the survey type. Simple random sampling technique was adopted for selecting (300) three hundred public secondary school teachers. While stratified sampling technique was used to select (10) ten secondary schools in each of the (5) five local government areas used for the study (Ibadan North, Ibadan Northeast, Ibadan Southwest, Ibadan Northwest and Ibadan Southeast). A questionnaire titled "Leadership Type and Principals Managerial Effectiveness (LTPME)" was the research instrument developed and used to collect data for the study. Face and content validity of the instrument were ensured. The cronbach's alpha method was used to ascertain the reliability of the instrument and was found to be 0.87. Frequency counts, simple percentage, means, standard deviation, as well as multiple regressions were used in analyzing the data collected for the study. The results were held significant at 0.05 probability level. The paper revealed that democratic leadership type had the highest and significant contribution to principal managerial effectiveness. The results equally indicated that democratic, autocratic, liaises-faire, transactional and pseudo-democratic leadership types jointly contributed to principal managerial effectiveness. Based on the findings, it was recommended that, school principals should not limit themselves strictly to one particular type of leadership style but, should adopt a leadership style that is in line with the dictate of the situation confronting their schools; they should also encourage the use of democratic leadership style since it has the highest contribution to principal's managerial effectiveness. This is to enhance better job satisfaction among teachers and better supervision of instruction and which invariably may lead to effective management of schools.