Influence of headteachers’ leadership styles on pupils’ performance in Kenya Certificate of Primary Examination in public primary schools in Laikipia west district, Laikipia county
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.