| dc.description.abstract | The study was to investigate the influence of headteachers' leadership styles on pupils' Kenya Certificate of Primary Education performance in public primary schools in Dagoretti district, Nairobi, specifically to determine whether leadership styles have any influence on pupils K.C.P.E performance, establish the extent to which headteachers involved teachers in decision making, determine whether leadership style affect resource allocation utilization in the school and determine the extent in which the leadership style affects curriculum delivery. The study was guided by Fielders' Contingency Theory of Leadership. Simple random sampling was used to select 22 headteachers and 104 teachers from the 22 schools in the district.
Questionnaire tools were used to collect the data. Statistical Package for Social Scientists (SPSS) and Microsofts' Excel were used to analyze the data. The study found out that the headteachers in the district applied various leadership styles where majority applied democratic, while a few applied authoritarian and laissez fairer leadership styles. No relationship was established between KCPE performance and the headteachers' leadership styles. The study also found out that headteachers involved teachers in decision making.
There was no relationship between leadership styles and resource allocation and utilization. Neither was there any relationship between leadership styles and curriculum delivery. The study recommended that the Ministry of Education identify the reasons behind the perennial poor performance of schools in KCPE in the district and identify the reasons for very low recruitment of young teachers within the district. Areas for further research were identified as the factors that influence KCPE performance in primary schools in Dagoretti District, the effects of School Management Committees on leadership in primary schools and the management capacity gaps that exist among headteachers within public primary schools in Dagoretti District. | en_US |
