HEAD TEACHER’S LEADERSHIP STYLE ON SCHOOL ACADEMIC PERFORMANCE IN KENYAN SECONDARY SCHOOLS BY LUKINGI PIUS NYONGESA UNIVERSITY OF NAIROBI SCHOOL OF EDUCATION PSYCHOLOGY DEPARTMENT 2014 i A RESEARCH PROJECT REPORT IN PARTIAL FULFILLMENT FOR THE AWARD OF THE DEGREE IN MASTERS OF EDUCATION IN MEASUREMENT AND EVALUATION. Copyright © All rights reserved. No part of this work may be reproduced, stored in a retrieval system or transmitted in any form or means whether electronic, photocopy, recording or otherwise without prior permission of the author or University of Nairobi ii DECLARATION This research is my original work and has never been presented for a degree or other award in any other university. ….……………………………………………………… Lukingi Pius Nyongesa E58/71990/2011 This research project has been submitted for examination with my approval as a university supervisor; ….……………………………………………………… Dr. Karen T. Odhiambo, Suprevisor School of Education, Psychology Department, University of Nairobi. iii DEDICATION I dedicate this Research Project to the Creator, the Almighty God for His steadfast love and mercy that endures forever. To Chrispus, my father; Flora, my mother and wife, Josephine who have always encouraged me to excel; the next generation, including my upcoming children, Cheryl and Cheney; nieces, nephews, all the family members and friends who often weep and laugh with me. iv ACKNOWLEDGEMENT I wish to acknowledge Dr. Karen T. Odhiambo, my supervisor, for the scholarly and professional guidance throughout my course work and in the writing of this Research Project. Without her prompt, constructive and explicit comments in the submissions made, this study would not have been possible. I’m further indebted to the head teachers and teachers of schools I visited who accepted to participate and facilitate data collection process in the schools. Finally, this work would not have been complete without the sacrifice and patience of Mr. Job Mwang’ombe for accepting to typeset, edit and print my work. v ABSTRACT This research sought to determine the impact of head teachers’ leadership style on school academic performance. The study intended to come up with policy guidelines that were to help improve the leadership styles of head teachers in Kenya and other developing countries, which require similar policies. It was further to contribute to the functions of knowledge for the present and future scholars. To attain these, the following specific objectives guided the study: To determine which (head teacher’s) leadership patterns arise in effective schooling; to determine if the school environment (as a function of the head teacher’s leadership style) and its relationship to the quality of teaching and learning within the school; to determine if leadership administrative style of the head teacher influence the teachers’ pedagogic strategies; to determine whether the head teachers' leadership styles are dependent on age, professional qualifications and gender. Descriptive research design was used with questionnaires being used as research tools, administered to thirty head teachers, sixty teachers and sixty student leaders sampled from thirty schools countrywide.The findings were then presented using tables and graphs with the aid of SPSS programme. The results showed that the head teacher’s leadership style was best, looking at the enforcement of clear school rules and regulations, provision of the required teaching and learning materials, facilitation of subject workshops for teachers, delegation of responsibilities (to teachers and students) and promotion of collegiality amongst teachers. However, motivation of teachers and students towards the attainment of set academic targets was lacking in most schools as were crucial academic programmes that enhance academic performance like career guidance, strategic intensive revision and internal quality assurance. In some cases, head teachers shared proper teaching pedagogies, followed up to ensure full lesson attendance by teachers and students, proper keeping of updated professional records, administration of diverse examinations, timely syllabus coverage and established departments with clearly set targets. There is need for the Ministry of Education to refocus its leadership effectiveness by addressing issues raised here. vi TABLE OF CONTENTS DECLARATION.......................................................................................................... i DEDICATION............................................................................................................ iv ACKNOWLEDGEMENT ...........................................................................................v ABSTRACT ................................................................................................................ vi LIST OF TABLES ..................................................................................................... xi LIST OF FIGURES .................................................................................................. xii LIST OF ABBREVIATIONS AND ACRONYMS ............................................... xiv CHAPTER ONE ..........................................................................................................1 INTRODUCTION........................................................................................................1 1.1 Background of the Study .........................................................................................1 1.2 Statement of the problem .........................................................................................5 1.3 Purpose of the study .................................................................................................6 1.4 Significance of the study ..........................................................................................6 1.5 Objectives of the study.............................................................................................7 1.6 Operational Definitions ............................................................................................7 CHAPTER TWO .........................................................................................................9 LITERATURE REVIEW ...........................................................................................9 2.1 Introduction ..............................................................................................................9 2.2 Related Studies.........................................................................................................9 2.3 Literature Review .................................................................................................19 2.3.1: The Concept of Leadership ............................................................................ 20 2.3.2: Leadership Styles and School Performance ................................................... 22 2.3.3: Leadership attributes ...................................................................................... 25 2.3.4: Leadership and leadership styles and role in performance ............................ 27 2.3.5: Leadership and performance .......................................................................... 29 2.3.6: Change in leadership models ......................................................................... 32 2.3.7: Summary of Literature Review ...................................................................... 40 vii 2.4 Theoretical Framework of the study ......................................................................41 CHAPTER THREE ...................................................................................................43 RESEARCH METHODOLOGY .............................................................................43 3.1 Introduction ............................................................................................................43 3.2 Research Design.....................................................................................................43 3.3: Target Population ..................................................................................................43 3.4 Sample size and Sampling procedure ....................................................................44 3.4.1 Sample size ...................................................................................................... 44 3.4.2 Sampling procedure......................................................................................... 44 3.5 Data Collection Instruments ..................................................................................45 3.5.1 Questionnaire .................................................................................................. 45 3.6 Study Site ...............................................................................................................46 3.7 Validity and Reliability of the Instruments ............................................................46 3.7.1 Validity of Instruments .................................................................................... 46 3.7.2 Reliability of Instruments ................................................................................ 47 3.8 Data Collection Procedure .....................................................................................47 3.9 Data Analysis Techniques ......................................................................................48 CHAPTER FOUR ......................................................................................................49 DATA PRESETATION, ANALYSIS AND INTERPRETATION .......................49 4.1 Introduction ............................................................................................................49 4.2 Study response Rate ...............................................................................................49 4.3: Head teachers’ Demographic information ............................................................51 4.3.1 Gender of the head teachers ............................................................................ 52 4.3.2 Academic qualifications of the head teachers ................................................. 53 4.3.3: Teaching experience of the head teachers ...................................................... 54 4.3.4 Nature of the school ........................................................................................ 56 4.4 Teachers’ demographic information; .....................................................................58 viii 4.4.1 Gender of the teachers ..................................................................................... 59 4.4.2: Highest academic qualifications .................................................................... 61 4.4.3: Existing departments in the schools ............................................................... 62 4.4.4: Experience and age of teachers ...................................................................... 63 4.4.6 Level and nature of the schools ....................................................................... 66 4.5 Students’ demographic information .......................................................................68 4.5.1 Gender of students ........................................................................................... 70 4.5.2: Age and class of students ............................................................................... 70 4.5.4: Nature and level of the schools ...................................................................... 72 4.6 To identify which leadership style is preferred by teachers, head teachers and students ........................................................................................................................74 4.7 (a): To determine if leadership administrative style of the head teacher influences teachers’ pedagogic strategies. .....................................................................................79 4.7 (b): Teachers’ responses whether the leadership administrative style of the head teacher influences the teachers’ pedagogic strategies. .................................................88 4.8To determine if the school environment as a function of the head teacher’s leadership style influences the quality of teaching and learning within the school .....91 4.9: To determine whether the head teacher’s leadership styles are dependent on age, professional qualifications and gender .......................................................................101 CHAPTER FIVE .....................................................................................................105 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS 105 5.1 Introduction ..........................................................................................................105 5.2 Summary of findings of the study ........................................................................105 5.2.1 To determine which head teacher’s leadership patterns arise in effective schools .................................................................................................................... 105 5.2.2 To determine if leadership and administrative style of the head teacher influences the teachers’ pedagogic strategies ......................................................... 107 ix 5.2.3 To determine if the school environment as a function of the head teacher’s leadership style influences the quality of teaching and learning within the school109 5.2.4 To determine whether the head teacher’s leadership styles are dependent on age, professional qualifications and gender. .......................................................... 110 5.3 Conclusion ...........................................................................................................111 5.4 Recommendations ................................................................................................112 5.5 Suggestions for further research ..........................................................................112 REFERENCES ..........................................................................................................113 APPENDICES ...........................................................................................................120 Appendix I: Letter of Transmittal .......................................................................... 120 Appendix II: Questionnaire for Head Teachers and Teachers ............................... 121 Appendix II: Questionnaire for Student Leaders ................................................... 125 x