Influence of head teacher leadership strategies on academic performance in public schools in Starehe district, Nairobi, Kenya

Abstract

Schools today need a collective leadership capabilities of working together, in groups and across boundaries to implement strategies, solve problems, respond to threats adapt to change and support innovation that is desirable to successful school to achieve academic excellent. The purpose of this study was to find out the influence of head teacher's leadership strategies on academic performance in public primary schools in Starehe District of Nairobi, Kenya.

Four research questions were formulated in the study, i.e. how does the head teacher create conducive learning environment in influencing academic performance, what are the benefits of using shared vision by head teachers in influencing academic performance, how does the head teacher use external partners in influencing academi-c performance and, what is the contribution of teacher training and development in influencing academic performance. The review of the Literature established different strategies that are used in schools to improve academic performance.

Descriptive survey was used to show the leadership strategies that are employed by public primary schools head teachers. Random and purposive sampling was used to sample head teachers and education officers respectively. Both questionnaires and interview guides were used to collect data. The questionnaire were distributed and collected after three weeks. The major fmdings of the study revealed that conducive learning environment, shared vision, involvement of external partners and training of teachers have contributed to academic improvement in Starehe District.

The study concludes that there is a significant relationship between leadership strategies employed by head teacher and school performance. If schools hope to operate as successful entities the leadership will have to adopt strategies that take cognizance of the diverse needs of all stakeholders that it purports to serve. Arising from its fmdings the study forwards the following recommendations. The need for head teachers to adapt leadership strategies that will allow conducive learning environment in improving academic performance. There is need for school head teacher to share their visions with' stakeholders, involve external partners in school activities and the Ministry of Education together with the head teachers to organize capacity building for teachers as this will help to influence academic performance.