The relationship between head teachers' leadership styles and girl students' performance in Kenya Certificate of Secondary Education (KCSE) in public secondary schools in Narok district, Kenya
Abstract
The education of the girl child is very important to any society. It leads to improved
standard of life for a big part of the population since educated girls will become women
who are 'conscious of health issues like hygiene and diet. Poor performance of the girl
child is thus an issue that would require a lot of consideration on ways to rectify it and
thus reap benefits.
The aim of this study was to investigate if there was a relationship between the head
teachers' leadership styles and the performance of girl students in the Kenya certificate
of secondary education (K.C.S.E.) in Narok District. The study also investigated if there
was a relationship between selected demographic variables of head teachers' and their
leadership styles. These demographic variables are; age of the head teachers, work
experience, gender, academic qualification and also the type of school they headed (girls
only or mixed).
Literature was reviewed which showed the defmition of a leader, the trait theory which
purports that a leader is born not.made was discussed. It was found that other factors like
experience and intelligence also played a part in the making of a good leader besides
inborn characteristics. Leadership styles were discussed with some leaders emerging as
task oriented while some were concerned with group maintenance and the welfare of
workers.
The ex post facto research design was used in the study with the target population being
teachers and head teachers of girls' on1;' and mixed schools in Narok District. A total of
78 teachers and 14 head teachers were involved in the study. The questionnaire was used
as the research instrument with head teachers giving their demographic variables while
teachers gave their perception of the head teacher's leadership style using the Leader
Behaviour Description Questionnaire. (LBDQ) where they answered questions on their
view of the head teachers' commitment to issues pertaining to initiating structure and
consideration behaviour.
The study found that head teachers were qualified for their job since 9 out of the 12
interviewed (75%) had considerable experience of six years and above. They all were
academically qualified with the majority (10) 83.3% being holders of bachelor of
Education degrees. They were also found to be mature with (6) 50% of them falling
between the age bracket of 41-45 years.
Majority of the teachers (48) (62.3%) said that they were involved in matters related to
planning of institutional programs but said that they were not involved in decision
making in the acquisition of resources. However, most schools were found to be well
equipped. It was found that head teachers provided enough materials and were involved
in instigating structures and consideration behaviour.
The study suggested that there was need to study motivation of teachers and establish if
there was a relationship between it and students academic performance. It also suggested
an investigation of head teachers' leadership styles and their relationship to teachers'
motivation to work. The study further suggested that the environment and students'
academic performance also needs to be studied. It recommended that there was need to
equip the head teachers with management training since their leadership styles had a
relationship with academic performance of girl students. Finally the study recommended
that head teachers needed to create a conducive environment to achievement of
institutional goals among teachers and students as this had a relationship with students'
academic performance.
Publisher
Department of Education, University of Nairobi
Description
Master of Education in Educational Administration and Planning