Relationship between leadership style and performance of public secondary schools in Makueni county, Kenya
The purpose of this study is the relationship between the leadership style and Performance of Public Secondary Schools in Makueni County, Kenya. The study objectives sought to determine the relationship between the leadership style and Performance of Public Secondary Schools in Makueni County with an influence of Participative leadership, Bureaucratic leadership, authoritative leadership, and Laissez Faire leadership Style. There is a need to make a comparison of the various leadership styles in relation to student′s performance. The study employed descriptive research design. The target population for the study was 50 public secondary schools head teachers. The researcher was able to collect data from 82% target respondents that consisted of 29 head teachers and 12 teachers measured. The researcher collected data using a questionnaire for the teachers and head teachers. The questionnaires were closed ended. Quantitative data was analyzed by the use of descriptive statistics and presented through percentages and frequencies mean. From the study findings, it was established that the head teachers‟ adopted participative style of leadership. Heads of schools whom use participative leadership the schools recorded excellent performance, authoritative leadership recorded average and above average performance. The study found that the head teacher were highly visible, and spent a lot of time communicating with teachers, pupils and subordinates. The Pearson correlation analysis shows a positive relationship between participative and students performance. In addition the study established that participative leadership styles was the most significant leadership style that influenced schools performance in National Examinations, followed by authoritative leadership style, Bureaucratic leadership style, while Laissez Faire leadership style was the least significant in influencing schools performance. The study recommends the head teachers should adopt a hybrid approach of various leadership styles in their managerial role in the schools.