Head teacher’s leadership style on school academic performance in Kenyan secondary schools

Abstract

This research sought to determine the impact of head teachers’ leadership style on school academic performance. The study intended to come up with policy guidelines that were to help improve the leadership styles of head teachers in Kenya and other developing countries, which require similar policies. It was further to contribute to the functions of knowledge for the present and future scholars. To attain these, the following specific objectives guided the study: To determine which (head teacher’s) leadership patterns arise in effective schooling; to determine if the school environment (as a function of the head teacher’s leadership style) and its relationship to the quality of teaching and learning within the school; to determine if leadership administrative style of the head teacher influence the teachers’ pedagogic strategies; to determine whether the head teachers' leadership styles are dependent on age, professional qualifications and gender. Descriptive research design was used with questionnaires being used as research tools, administered to thirty head teachers, sixty teachers and sixty student leaders sampled from thirty schools countrywide.The findings were then presented using tables and graphs with the aid of SPSS programme. The results showed that the head teacher’s leadership style was best, looking at the enforcement of clear school rules and regulations, provision of the required teaching and learning materials, facilitation of subject workshops for teachers, delegation of responsibilities (to teachers and students) and promotion of collegiality amongst teachers. However, motivation of teachers and students towards the attainment of set academic targets was lacking in most schools as were crucial academic programmes that enhance academic performance like career guidance, strategic intensive revision and internal quality assurance. In some cases, head teachers shared proper teaching pedagogies, followed up to ensure full lesson attendance by teachers and students, proper keeping of updated professional records, administration of diverse examinations, timely syllabus coverage and established departments with clearly set targets. There is need for the Ministry of Education to refocus its leadership effectiveness by addressing issues raised here