Influence Of Headteachers’ Leadership Styles On Pupils’ Performance In Kenya Certificate Of Primary Education In Mwea District, Kirinyaga County, Kenya.

Abstract

The purpose of this study was to investigate the influence of head teachers‟ leadership styles on pupils‟ performance in Kenya Certificate of Primary Education in public primary schools in Mwea Distrcit, Kirinyaga County, Kenya. The study research questions were formulated to establish whether there is a relationship between head teachers‟ leadership style and pupils performance in KCPE. The study was based on systems theory and employed descriptive survey research design. The target population for the study was all the public primary school head teachers and teachers in Mwea District which comprised of 22 public primary school in the division with 20 head teachers and 154 teachers. The sample comprised on 150 teachers and 20 head teachers. The study used head teachers‟ and teachers‟ questionnaires for data collection. 130 teachers revealed that there was a relationship between head teachers leadership style and pupils performance, while 18 head teachers also revealed that there was no significant relationship between head teachers selected demographic variables and their leadership style. Findings further showed that teachers from different school had different perceptions of the leadership style of their head teachers. Teachers‟ demographic variable did not influence their perception of their teachers‟ leadership style. Based on the findings, it was concluded that Democratic leadership style was most applied in boarding primary schools that were identified to have better academic performance. Transformational leadership styles are applied by some head teachers and it comes second in academic performance while most day primary schools indicated that their head teachers applied autocratic leadership style and have dismal academic performance. While the schools that indicated that their head teachers apply laissez-faire leadership style scored very poor performance since everyone is left to do as they will. Based on the findings it was recommended that head teachers 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 head teachers leadership styles as they had a direct relationship with students‟ academic performance. The study also recommended that head teachers should be provided with in-service courses on leadership which is a prerequisite for academic performance. Lastly that head teachers should involve teachers in their administration which would enhance participatory leadership and hence better academic. Taking the limitations and delimitations of the study it was suggested that a study on teachers‟ perception of head teachers‟ leadership style and their job performance should be conducted. A study on effect of teachers demographics variables and their influence on performance in KCPE should be conducted and also a study on how parental involvement on students‟ school life affects pupils performance.