dc.contributor.author | Waiganjo, Bedan Kamau | |
dc.date.accessioned | 2015-09-09T12:33:53Z | |
dc.date.available | 2015-09-09T12:33:53Z | |
dc.date.issued | 2015 | |
dc.identifier.citation | Master of Education in Educational Administration | en_US |
dc.identifier.uri | http://hdl.handle.net/11295/90900 | |
dc.description.abstract | The purpose of this study was to investigate the influence of headteachers’
leadership styles on pupils’ performance in Kenya Certificate of Primary
Education in primary schools in Laikipia West District, Laikipia County in
Kenya. The study research questions were formulated to establish whether there is
a relationship between headteachers leadership style and pupils’ performance in
K.C.P.E. The study was based on systems theory and employed descriptive
survey research design. The target population for the study was all the public
primary schools headteachers and teachers in Laikipia West District which
comprised of 72 public primary school in the District with 72 headteachers and
600 teachers. The sample size of 60 teachers and 20 headteachers. The study used
headteachers and teachers questionnaires for data collection 60 teachers revealed
that there was a relationship between headteachers leadership style and pupils
performance, while 20 headteachers also revealed that there was correlation
coefficient between academic performance in the sampled school, demographic
leadership style are applied by some head teachers and it is second in academic
performance while most primary schools indicate that their head teachers applied
autocratic leadership style and have dismal academic performance. Findings
further showed that teachers from different school had different perceptions of the
leadership style of their headteachers. Teacher’s demographic variables did not
influence their perception of their teacher’s leadership styles. Based on the
findings it was concluded that transformational leadership styles was most applied
by headteachers that they identified to have better academic performance in
pupils’ performance in KCPE. Democratic leadership style are applied by some
headteachers and it comes second in academic performance while most primary
schools indicated that their headteachers applied Laissez Faire and autocratic
leadership styles which have dismal academic performance; they scored very poor
performance since everyone is left to do as they will. Based on the findings it was
recommended that headteachers should use the most appropriate leadership that
facilitates collective responsibility and which creates a conducive teaching and
learning environment in schools. It was also recommended that there was need for
facilitating headteacher’ leadership styles as they had a direct relationship with
students’ academic performance. The study also recommended that headteachers
should be provided with in-service sources on leadership which is a pre-requisite
for academic performance. Lastly, that headteachers should involve teachers in
the administration which would enhance participatory leadership and hence better
academic. Taking the limitations and delimitations for the study it was suggested
that a study on teachers’ perception of headteachers’ leadership style and their
performance should be conducted. A study on effect of teachers demographic
variables and their influence on performance in KCPE should be conducted and
also a study on how parental involvement on students in school life affects pupils’
performance. | en_US |
dc.language.iso | en | en_US |
dc.publisher | University of Nairobi | en_US |
dc.title | Influence of headteachers’ leadership styles on pupils’ performance in Kenya Certificate of Primary Examination in public primary schools in Laikipia west district, Laikipia county | en_US |
dc.type | Thesis | en_US |
dc.type.material | en_US | en_US |