Effects of Principals' Leadership Styles on Students' Performance in Kcse in Public Secondary Schools in Meru Central District, Kenya
Abstract
This aim of this study was to investigate the effects of leadership styles on the
performance of secondary students in KCSE in Meru Central District. Three
research questions were formulated to guide the study. Research questions one,
sought to identify the various auministrative styles used by principals of public
secondary schools and their effect on students' performance in national
examinations. Research questions two aimed at determining the degree of
awareness of the principals of their leadership and the way this awareness
affected students' academic outcomes while research questions three sought to
find out the shortcomings encountered by the principals in the selected styles of
leadership and their effects on the students achievements. The design adapted
for this study was descriptive survey. The sample comprised of 37 principals of
public secondary schools and 185 teachers. Simple random sampling was used
to select the respondents. Data were collected by use of questionnaires.
The findings revealed that almost half (48.6%) the number of principals were
democratic in their leadership while a significant lower (37.1%) number were
autocratic. It was also found that the principals encountered a number of
shortcomings which included teachers failing to attend lessons, teachers
reporting late to schools, and teachers failing to take instructions from the
principals and lack of syllabus coverage in time. Findings further showed that
majority of the teachers viewed principals as autocratic and a relatively low
number were perceived as democratic. The study established a significant
relationship between principals leadership style and students performance .
Based on the findings, it was concluded that most of the headteachers used the
democratic leadership style while others used autocratic leadership style; that
principals encountered a number of shortcomings; that in most schools
principals were viewed as autocratic while a relatively low number of teachers
perceived them as democratic The study concluded that a significant
relationship existed between principals leadership style and students
performance.
The study recommended that there is need for enhancing principals' leadership
styles as they had a direct relationship with students' academic performance. It
was also recommended that the principals should use the most appropriate
leadership style that facilitate collective responsibility and which creates a
conducive teaching and learning environment in schools. It was also
recommended that there is need to involve teachers and parents in matters of
students' performance in schools.
It was suggested that a study on the relationship between teachers level of
motivation and students' academic achievement, a study on teachers'
perception of principals leadership styles and their job performance and a
study on the effect of principals related factors and students' performance
should be conducted.
Citation
Masters thesis University of Nairobi (2009)Publisher
University of Nairobi. Department of Education
Description
Degree of Master of Education In Educational Administration and Planning,
University of Nairobi