Influence of head teachers' participatory leadership styles on students' performance in Kenya Certificate of Secondary Education in Dagoretti District, Kenya
Mwongera, Misheck K
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The purpose of this study was to investigate the influence of head teachers' participatory leadership styles on Kenya Certificate of Secondary Education (KCSE) performance in Dagoretti District, Kenya. Six research objectives were formulated to guide the study. The research objectives sought to identify common leadership styles practiced by head teachers; establish how headteachers' participatory leadership styles influence KCSE performance; assess the how headteachers involvement of teachers influence on KCSE performance; determine how headteachers involvement of parents in school leadership influenced students academic performance; establish how headteachers' involvement of students in school leadership influenced students academic performance while research objective six sought to assess the challenges head teachers face in implementing participative leadership styles. This used the descriptive survey design. The sample comprised on 10 headteachers, 66 teachers and 715 students. Data were collected by use of questionnaires. Data were analysed by use of descriptive and regression analysis. Findings revealed that students portrayed a great understanding of what affects performance of students in KCSE from their schools. It was also revealed that headteachers employed several leadership styles in the school with majority employing the participative style. Findings further showed that there was a strong relationship between teachers involvement in school leadership students performance in secondary school (r = 0.54). The study findings further revealed that headteachers involvement of parents in school leadership contributed to almost a half (r=OA 72) to student school performance in the schools. Headteachers involvement of students in school leadership contributes less than a half (r=0.301 %) to student school performance in secondary schools and thus there was a weak relationship between student involvement and KCSE performance in secondary schools in the district. There were challenges faced by the headteachers in the implementation of participative leadership. Based on the findings it was concluded that the' leadership style adopted by a headteacher heavily influences student performance in KCSE either directly or indirectly. Headteachers involve teachers in leadership mostly through the directing function, organizing role and in the development of discipline policies. It was lastly recommended that headteachers should learn to be keen listeners and appreciate corrective feedback as well as constructive criticism from parents, teachers and students. The study suggested that a study on headteachers' participatory leadership styles and their impact on the performance of teachers should be conducted. It was also suggested that a study on the influence of headteachers' leadership styles on student performance that might not have been covered by this study.