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.