AN ASSESSMENT OF THE RELATIONSHIP BETWEEN HEAD TEACHERS’ LEADERSHIP STYLES AND PUPILS’ ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN MALINDI SUB-COUNTY, KENYA
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Date
2016-11
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Abstract
This study aimed at investigating the relationship between head teachers’ leadership styles on
pupils’ academic performance in public primary schools in Malindi Sub County, Kenya. More
often than not, head teachers find themselves on the receiving end of poor performance in
public primary schools. Most parents tend to attribute poor performance of their children to
head teacher’s leadership styles. The objectives of the study were to: find out the relationship
between democratic leadership style and pupils’ academic performance; determine
relationship between the autocratic leadership style and pupils’ academic performance; find
out the relationship between the transformative leadership styles and pupils’ academic
performance; and determine the leadership the relationship between the transactional
leadership styles and pupils’ academic performance. This study was based on Fiedler’s
contingency theory and rationale theory of performance. quantitative methods were used in
this study. The study adopted the correlational research design that sought to measure the
relationship between the variables. The study targeted a population of 750 teachers and head
teachers from 30 public primary schools in Malindi Sub County. The sample was 200
participants consisting of 192 teachers and 8 head teachers. The sample was obtained through
stratified sampling to establish the number of head teachers and teachers to include in the study
sample. Simple random sampling was used to select 8 head teachers from 30 schools and 192
teachers from 720 teachers. Questionnaires were used; one for teachers and another for head
teachers to collect data. Pilot study was carried out in two neighbouring schools which were
not included in the study. The validity of the instruments was ascertained by the supervisor
and two other lecturers who gave verdict on their appropriateness. The reliability was verified
by using the test retest method whereby Pearson Product Moment correlation was 0.75. To
cover ethical issues, clearance was done with Mount Kenya University and a permit was
obtained from NACOSTI and official letters from the County Director of Education and the
District Education Officer. The participants signed informed consent forms and were assured
of their privacy and confidentiality. The data was analyzed quantitatively using both
descriptive and inferential statistics. The findings established that independent variables had
positive and significant relationship with pupils’ academic performance since the estimated
Pearson Linear correlation coefficient statistic was significant at the 99% level for all the
variables (Sig.<.01, r>.9). All the null hypotheses filed to be accepted. The study concludes
that from the three tests on a hypothesis that is correlation, regression and coefficient, all
indicates rejection of the null hypothesis paving a way for alternative hypothesis. The study
recommends that head teachers ought to be given refresher courses on appropriate leadership
styles to be applied in their institutions. The ministry of education should allow teachers to
teach in one school for at most 10 years so as to gain experience before transferring to another
school. Quality assurance officers needed to be visiting schools regularly to establish level of
performance and offer necessary intervention where things are not in order. The study findings
are expected to provide useful information to head teachers in helping them to re-examine and
appraise their own leadership styles and hence make adjustment where necessary.