A Critical Review of the Leadership Styles on the Performance of Public Secondary Schools In National Examinations In Tana River County, Kenya

Abstract

In Kenya, many teachers have been elevated to leadership positions without much formal training leading to mismanagement of schools hence poor students’ performance and disappointing results. The kind of leadership style adopted by a leader greatly determines the nature of performance in national examinations. Experience in Kenya reveals that many schools that were once effective in academic performance have lowered their standards due to poor leadership while others have greatly improved through effective leadership. Whereas good leadership initiates and sustains a slow but steady upward spiral, ineffective leadership makes academic standards plummet. The purpose of this study was therefore to examine the impact of principals’ leadership style on the performance of students in public secondary schools in K.C.S.E. The researcher used an explanatory approach based on a descriptive analysis design to establish opinions and knowledge about the impact of principals ‘leadership style on students performance in Tana River County. The study targeted 9 secondary schools in the county that had presented candidates for the national examinations between 2005 & 2009. Both purposive and simple random sampling techniques were used to select a sample of 9 principals and 40 teachers respectively. From this a sample size of 49 respondents was selected for the study. Primary data was collected from the teachers and principals using self administered questionnaires based on the profile of leadership behavior and own behavior. Both inferential and descriptive statistics were used to analyze the data. ANOVA was used to establish the perception of teachers and their principals on leadership styles exhibited by the head teachers. Correlation analysis was used to show the relationship between principals’ leadership styles and student performance in national examinations. The finding of this study strongly indicate a positive relationship between the principals’ leadership styles and students’ performance. Autocratic leadership style was found to have a significant effect on the students’ performance in national examinations. The study recommends the principals to shift to transformative approaches of leadership to enhance good performance of at the national level. The study proposes mandatory leadership training programs for the secondary school principals to update them with modern leadership trends and techniques needed for effective performance.