Head teachers' leadership styles and influence on students' discipline in public secondary schools in Nairobi County, Kenya

Abstract

The purpose of this study was to examine the influence of head teachers' leadership styles on students' discipline in public secondary schools in Nairobi County. Five research objectives were formulated that sought to examine the causes of indiscipline among students in public secondary schools in Nairobi County, examine the extent to which the leadership style adopted by the head teachers of these schools had an influence on students' discipline, and analyse the extent to which the head teachers' characteristics such as age, gender, education background and administrative experience influenced students discipline in the schools.

This study employed a descriptive survey design that is suitable for collecting both qualitative and quantitative data. The sample included 22 head teachers, 99 prefects and 66 teachers. Data was gathered by use of questionnaires administered personally through drop and pick method. A pilot study was conducted in six schools which were not included in the final study to test the validity of the measuring instruments. Reliability of the instruments was also ascertained through test retest, and the correlation coefficient of 0.896 obtained, which indicated that the instruments were suitable for use in the study. Data collected was analysed using descriptive statistical methods.

Findings indicated that indiscipline cases were still a common phenomenon in public schools. Though majority of the head teachers stated that they adopted the democratic leadership style in management of their schools, the students differed and revealed that the autocratic leadership style was dominant. The findings thus indicated a significant relationship in the autocratic leadership style (t=0.527, p. >.05), democratic (t = .: 870, p > .05) and laissez faire (t = 1.003, P > .05). Because p values were greater than 0.5. The data also provided substantial evidence that there was also significant relationship between head teachers age and gender and students' discipline.) However, the findings revealed that there was no significant relationship between head teachers academic qualifications and students' discipline. This was shown by autocratic leadership style (F= .746, p> .05), democratic (F= 2.177, P > .05) and laissez faire (F= 1.779). This showed that head teachers academic qualifications had no influence in their leadership styles since p value was less than 0.5.

Based on the findings, the study concluded that the head teachers' leadership styles had a direct relationship to students' discipline. As such, the head teachers should use the most appropriate leadership style that facilitates collective responsibility and which creates a conducive teaching and learning environment in schools. There is also need to involve teachers and parents in matters of students' discipline in schools. In view of the limitations and delimitations of the study it was. suggested that there be a study on the relationship between head teachers' academic qualifications and students' discipline, there is also need for a study on teachers' perception of head teachers' leadership styles and students' discipline as well as a study on the influence of the school environment on students' discipline.