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Abstract: 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 Bosserts framework and
Pitners moderated theoretical frameworks which contend that principals 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 (X2 =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 learnercentered 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].
Keywords: Principals, Leadership styles, teachers perceptions, students academic performance, public
secondary schools, Homa-bay County, Kenya.
I.
Introduction
Background information
The current global trends towards acquisition of quality education has created heated debate on the
types of leadership styles which school principals , teachers and Boards of Management should adopt for
effective implementation of curriculum to yield high quality educational output( Ibrahim & Orodho,2014). This
accelerated quest for quality education has received top priority not only in most sub-Saharan African countries
but also in Kenya (Oketch & Ngware, 2012; Orodho, 2014). Quality of education measures using academic and
no-academic indicators in secondary education in Kenya is neither achievable nor sustainable without the
continuous assessment of these indicators on how they influence the delivery of quality education by school
systems in the country. Demand for educational quality is also increasing, as the Government of Kenya views
the satisfactory performance of her basic education systems not only instrumentally but also strategically in
relation to economic development and international competitiveness (Republic of Kenya/UNESCO, 2012).
The Basic Education Act 2013 (Republic of Kenya,2013) gives the school principal through the Boards of
Management responsibilities to run schools under their jurisdiction. According to section 59(a-f) of the
Education Act, the functions of the principal, through the Board of Management (BoM) include:
Promotion of the best interests of the institution and ensure development;
promote quality education for all pupils in accordance with the standards set by
the Act or any other law; Ensure and assure the provision of proper and adequate
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II.
Research Methodology
The researcher adopted ex-post facto research design. The ex-post-facto research design is the type of
design in which the investigators do not manipulated any variables because they are either inherently not
capable of any manipulation but also because they have already occurred (Brooks, 2013; Orodho, 2009a, 2012).
The design was appropriate in this study in that variables for the study namely leadership styles of the
headteachers and students performance in the KCSE examinations had already occurred. The investigators
merely analyzed their nature of relationships. Inferences about variables were made without manipulation of
independent and dependent variables by the researcher. The researcher employed stratified random sampling for
the study. There were a total of 39 schools available for the study out of which 36 were selected. Two hundred
and sixteen teachers were included, six from each school, and all headteachers, yielding a total sample size of
252 respondents. The questionnaires, whose validity and reliability were established through piloting, were used
to collect quantitative data from the respondents sampled. It important to determine the validity since it reflects
the extent to which the instrument measures what it was supposed to measure (Orodho, 2009a). On the other
hand, reliability is a measure of the consistency of the instrument in eliciting similar responses every time the
instrument is utilized (Orodho, 2012). The quantitative data yielded were analyzed using the statistical Package
for Social Sciences (SPSS) Computer programme to generate correlation and inferential statistics (Brooks,
2013; Orodho, 2009b). These statistics were necessary to test the null hypotheses meant to determine if there
was a relationship between the headteachers leadership styles and students performance, and if the teachers
perception of headteachers leadership styles influenced student performance.
III.
Mean
3.03
3.13
3.82
3.63
3.58
3.00
3.92
3.97
3.52
4.07
SD
1.42
1.12
1.27
1.31
1.24
1.34
1.12
1.14
1.30
1.18
Rank
9
8
4
5
6
10
3
2
7
1
A close scrutiny of the figures displayed in Table 1 indicate that the most highly rated behaviuor of
school principals, with a mean of 4.07, was that they had no belief in group work or on self attaining quality
performance in terms of school goals. This was rather surprising because one of the roles of school principals is
to set school goals and ensure all, either at individual or group level attain these set goals. The second highly
ranked behaviuor of principals, with a mean of 3.97, was that they suppressed new ideas from members of a
group. This finding tend to suggest that most teachers perceived their principals leadership styles as largely
autocratic, leaving little room for individual or group consultation during decision making. The third highly
ranked attribute of principals, with a mean of 3.92, was that they largely encouraged indiscipline owing to poor
management structure of dealing with indiscipline by other members of staff.
The fourth and fifth teachers perceptions regarding the leadership styles of their principals were that
they were less concerned about group performance of other staff members towards attainment of school goals,
and unconcerned with the staff's welfare, with a mean of 3.82 and 3.63, respectively. At positions six and seven,
with means scores of 3.58 and 3.52, were does not supervise teachers in their teaching / learning assignments
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IV.
Based on the findings it was concluded that there was a significant relationship between the leadership
styles of headteachers as perceived by teachers and student performance. A chi-square test between the
leadership styles of the secondary school principals and students academic performance in national
examinations led to the conclusion that there was a significant relationship between principals leadership styles
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 and highly centered on the principal.
Based on the findings the following recommendations were made:
1. The Ministry of Education, through the Kenya Education Staff Institute (KEMI) should intensify the inservice training school headteachers especially on the modern learner- centered leadership styles. The inservice training should be extended beyond the study locale of Homa-Bay County to enable them benefit
from this new innovations.
2. That school principals should do all what is possible to support curriculum implementation by encouraging
team spirit among students and staff so as to improve school performance. This should include setting
targets for each year, having the syllabus completed in time so as to give time for students to revise for
examinations. The head teachers should also ensure that there is remedial teaching for weak students.
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4.
Those principals should set attainable school targets and ensure that schools have adequate required
instructional materials and equipment so as to improve performance. This should include teaching aids for
specific subjects, text books and other reference material.
That the principals should ensure that the school environment is conducive for learning. There should be
continuous motivational schemes for both students and teachers. .
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