Effects of headteachers' leadership styles on students' performance in Kenya Certificate of Secondary Examination in public schools in Homa Bay District, Kenya

Abstract

The purpose of this study was to establish how headteachers' leadership styles affect performance in Kenya Certificate of Secondary Examination (KCSE) in public schools in Homa bay District. Five research objectives and five null hypotheses were formulated to guide the study. The study adapted ex-post facto research design. Data revealed that teachers had different perceptions on the leadership styles of their headteachers. Teachers at times saw their headteachers as democratic and at times autocratic. Analysis of variance (ANOVA) used to test significance of mean differences revealed that there was no significant relationship between the leadership styles of headteachers as perceived by teachers and student performance. One way ANOVA used to test i,pr relationship between headteachers' leadership styles across gender revealed that there was no significant difference between ... headteachers' leadership styles and gender. The null hypothesis was therefore

retained. It was also revealed that there was no significant relationship between • headteachers' leadership styles across age. The null hypothesis was therefore retained. It was also established that there was no significant difference in the headteachers' leadership styles across their teaching experience. Upon testing the

{ hypothesis which stated that there is no significant relationship between the leadership style of the headteachers teachers' and student performance in KCSE,

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findings showed that there was a significant relationship between head teachers' leadership style and performance at KCSE.

Based on the findings it was concluded that there was no significant relationship between the leadership styles of headteachers as perceived by teachers and student performance. It was also concluded that there was no significant difference between headteachers' leadership styles and gender. There was no significant relationship between headteachers' leadership styles across age. There was no significant difference in the headteachers' leadership styles across their teaching

experience. A test for significance between the leadership style of the headteachers and student performance in KCSE findings showed that there was a significant relationship between head teachers' leadership style and performance at KCSE.

Based on the findings it was recommended that the head teachers should do all what is possible to support curriculum implementation so as to improve school performance. This should include setting targets for each year, having the syllabus completed in time so as to give time for students to revise for examinations. It was also recommended that the head teachers should ensure that schools have the required instructional materials and equipment so as to improve performance