Influence of Principals’ Leadership Styles on Students’ Discipline in Public Secondary Schools in Imenti South Sub-county, Meru County, Kenya

Abstract

The purpose of the s research was to investigate the influence of school principals’ leadership styles on students’ discipline in public secondary schools in Imenti South constituency, Meru County, Kenya. The research employed the following objectives in attaining the purpose of the study: : to determine the influence of principals’ democratic leadership style, authoritarian leadership style, transformational leadership style, and laissez faire leadership style towards learners’ behaviour within public secondary schools in Imenti South Sub-county, Meru County, Kenya. The research adopted concepts from situational leadership theory that was reflected in the theoretical framework. For the methodology instrument it utilized a descriptive survey research design. The target population comprised of school principals, teaching staff, preprimary in public secondary schools in Imenti South Sub-county. For sampling purposes, the population consisted of 19 principals, 151 teaching staff and 333 students s. Collection of data was achieved by the utilization of questionnaires as well as the use of interviewing guide. In determining instrument validity, it was done by obtaining inputs of lecturers supervising the work who delivered the technical knowledge; later instrument reliability was achieved by applying the test-retest approach. The analysis adopted descriptive statistics for both the quantitative and qualitative data that included mean and standard deviation; with results being detailed in frequencies and percentages. SPSS version 23.0 was applied in the analysis of data after entering data. From the analysis it was established that 106(90%) affirmed that school principals included the teaching staff in forming disciplinary programmes in the institution; secondly it was established that 106(90%) affirmed that school principal neglect the teaching staff input in disciplinary actions; a further 66(56%) within the teaching fraternity affirmed that principals rarely included the teaching staff during creation of rules regarding learners’ discipline Equally, 90(76%) of the teaching staff affirmed the principals having increased confidence levels and trust of his staff and student leaders; a further 66(56%) of the teaching staff affirmed that school principals act as mentors. The investigator aimed at determining the influence of a laissez faire style of leadership towards learners’ discipline. A significant number of the teaching staff 118(100%) countered the statement that school principals neglect the chain of command within schools. From the analysis the critical deductions included: a democratic leadership approach remains implemented partially as school principals engage learners during the creation of rules, school principals prefer a transformational leadership styles in managing institutions. It was also deduced that bad behavior by learners may be linked to efficiency of the leadership features that weaken good discipline like authoritarianism. Some of the recommendations advanced included; xiii

school principals ought to acquire management expertise and processes enabling reduced rates of misconduct cases. The Education ministry initiates meetings and trainings intended to increase knowledge to the teachers on transformational leadership style. Local education officials must arrange for training programs for teaching staff reinforcing the relevance of principals to consider demands from the learners and hence avoid bad behavior.