PARTICIPATIVE LEADERSHIP CHARACTERISTICS ASSOCIATED WITH HEAD TEACHERS IN PRIMARY SCHOOLS IN KITALE TOWN, KENYA (original) (raw)
Related papers
European Journal of Education Studies
This study investigated the effects of head teachers’ participative leadership style on teachers’ job satisfaction in public primary schools in Baringo Sub-county, Kenya. To this far, lots of research conducted in this area have not been exhausted on the participative leadership style, rather most of the studies have focused on leadership in general. The study employed a descriptive cross-sectional survey design, in which both quantitative and qualitative methods of data collection and analysis were applied. The study respondents included 1250 teachers randomly selected from 127 public primary schools, 127 head teachers, and 127 School chairpersons (B.O.M representative) in Baringo Sub-county, Kenya. An interview schedule was used to analyse qualitative data using thematic analysis. The study used Pearson’s correlational analysis and established that there was a positive relationship between participative leadership style and teachers’ job satisfaction. Regression analysis establis...
The International Journal of Humanities & Social Studies, 2021
Leadership styles play a very crucial role in organizational performance in educational institutions (Mugo, 2016). Leadership styles affect the institution both positively and negatively in terms of organizational processes, structures patterns of interaction, beliefs, attitudes and job behaviors (Koech and Namusonge, 2012). Head teachers' leadership styles have been observed as being fundamental to success of institution. They help in determining performance of both teachers and learners. A professionally developed teacher ensures effective and quality education delivery. Okoroji and Hannington (2011) in their study noted that the teacher is the boss, director, manager administrator and organizer. He/she enjoys relatively higher degree of privacy and autonomy. Ummoh (2013) noted that leadership styles have a significant impact on teacher performance, learner performance and even how the Board of Management perform. The most observable leadership styles in Kenyan schools are autocratic, democratic and transformational styles. Autocratic leadership is a domineering style where the leader alone takes decision for others to implement without consultation, very little communication and the leader mostly uses threats and punishment. Psychologists believe this style stems from fear and feeling of insecurity Kimengini (2013). Democratic leadership style is grounded on the fact that the success of an organization is the responsibility of all workers even though the leader has the primary role of guiding the rest of the group in arriving at collective decisions thus encouraging, delegating, coaching, accepting responsibility and recognition of the ability and potential of others Andende (2016). A research by Koech and Namusonge (2012) concluded that head teachers who practiced democratic leadership had their teachers performing well since they were involved in the whole process of running the school by being involved in decision making and delegation. Transformational leadership depicts a situation where the leader works with teams to identify needed change, creates a vision to guide the change through inspiration and executing the change in tandem with committed members of the group. Basically, the leader is flexible, open-minded, sensitive to other people's needs encourages participation, sharing, decision-making and is highly tolerant of diversity(Anderson,2012). Teacher performance on the other hand could be described in various ways. Robert and Tim (2008) defined teacher performance as the act of accomplishing or executing different tasks or duties at a particular period in the school system achieving educational goals. The teachers' performance is gauged through annual report of his or her activities in terms of performance in teaching, adequate preparation of professional documents (schemes of work, lesson plans, progressive records, records of work) mastery of subject matter, competence teachers' commitment to job and
Teachers Perceptions of the Leadership Behaviours of Primary School Head Teachers in Kenya
International Journal of Managerial Studies and Research, 2020
In several public primary schools in Kenya, and Nyanza region in particular, autocratic administration and supervision by head teachers appears to be the rule rather than the exception. Despite the emphasis of democracy in the modern world there are still too many administrators who are at least semi-dictators. They rely on "position power" instead of "people power" (IPAR, 2008). The structure of administration demands that the classroom teacher is directly answerable to the head of the institution who provides both guidance and supervision and determines the rate of promotion or the quality and speed of incentives. Consequently, with such leaders, teachers are reduced to mere artisans applying customarily the rule of the thumb techniques of survival which they have learned. Such administrative and supervisory procedures result in a lack of creativeness, a frustration of the need for independence, diminution of
Journal of Education and Practice, 2014
The quality of education depicted in any school is largely influenced by the quality of leadership exhibited by the school administrator in that institution. Effective teamwork and networking among stakeholders in a school is a source of motivation that drives all people involved to work towards the achievement of the goals of that institution. It is the obligation of the institution leader to influence those workers under him or her to strive to achieve the institutional goals through the application of appropriate leadership skills. In this article, the authors discuss the findings from the study carried out on the relationship between headteachers' leadership styles on KCPE performance in public primary schools in central region of Kenya. The study is based on normative decision theory by Vroom and Yetton (1973). The study adopted mixed methods and applied sequential exploratory design which involved quantitative and qualitative procedures in data collection and analysis. The study adopted purposive and stratified simple random sampling and data was collected using questionnaires, interview schedules and document analysis for the secondary data. The instruments' validity was established through the guidance of the experts in the department of management, administration and leadership of Mount Kenya University. The researchers established instrument reliability by using split half technique which involved calculating the Pearson's correlation coefficient (r) between the two halves of the tests. Quantitative data was analyzed using SPSS version 21 and qualitative data was analyzed thematically according to the objectives. The findings of the study indicated that pupils' performance in Kenya Certificate of Primary Education corresponded to leadership styles to a very great extent. The study also found out that there was laxity by the headteachers in delegating power and duties to their teaching staff and lack of participation of all stakeholders in the welfare of the school thus affecting the pupils' performance. The findings of this study drew conclusion that would assist education policy makers and implementers to formulate strategies that could be used to improve leadership styles that would promote better examination performance at primary school level.
2018
Education plays important role in the development of people and nation as well as a vehicle for and indicator of development. This study investigates head teachers‟ leadership influence on pupils‟ academic achievements in Sotik Sub-County. The study adopted descriptive research design method of cross sectional type which was achieved by instruments of structured and unstructured questionnaires, KCPE document analysis and observations. Sotik Sub-County education office examination archives (2013) showed low performance mean score in public primary schools KCPE performance mean score of 232 for 180 public primary schools while 40 private primary school KCPE 2013 means score was 310.This disparity showed in academic performance significantly motivated this study to be carried out in public primary schools so as to investigate head teacher‟s leadership styles influence on pupils‟ academic performance. The objectives of the study were to: Examine head teachers organizational leadership b...
2017
The leadership style practiced by a principal is one fundamental factor that determines the success of any school. A principal with appropriate leadership competencies can positively impact on the way teachers undertake their duties which in turn will determine the students’ performance. This study examined the predominant leadership style practiced by principals in public secondary schools in Siaya, Kisumu and Kjiado counties. The study adopted a descriptive survey paradigm. The study was guided by the Full Range Leadership Theory. The target population comprised of 397 principals, 379 deputy principals, 1010 heads of departments, and 2208 teachers in public secondary schools in Siaya, Kisumu and Kajiado counties, Kenya who had served for more than two years in the same school. Stratified and simple random sampling was used to sample 40 secondary school principals, 38 deputy principals, 101 heads of departments and 221 teachers giving a total of 400 respondents. The data for this s...
Journal of Education and Practice, 2014
The purpose of this study was to find out the extent to which headteacher leadership skill influence pupils academic performance in Kenya Certificate of Primary Education (KCPE) in primary schools in Dagoreti District, Nairobi County, Kenya. The study had three fold objectives; namely (i) to determine the extent leadership styles influence pupils academic performance , (ii) establish the extent headteachers involve teachers in decision making; and (iii), determine the types of leadership styles that affect curriculum delivery. The study adopted a descriptive survey research design. A combination of purposive and random sampling strategies was employed to select a sample of 126 respondents comprising 104 teachers and 22 head teachers to participate in the study. The major findings were that headteachers applied various leadership styles with the most frequently used being democratic and laissez fair styles. A majority of teachers from top performing schools reported frequent use of democratic leadership styles, and were more frequently involved in decision making process by their headteachers. It is recommended that training in modern transformational leadership styles should be intensified for headteachers to enhance schools academic performance (182 words).
Global Journal of Educational Research
In Kenya, the challenge of school management effectiveness has been reported in many public primary schools, despite huge investment in the education sector. The aim of the study was an investigation of the influence of head teachers’ leadership competencies on school management effectiveness in public primary schools in Narok County, Kenya. The study employed the convergent mixed method research design. Data collection was done by using questionnaires, interviews, and checklists for findings. 665 headteachers, 25 Curriculum Support Officers and County Auditor formed the target population. Using purposeful sampling technique, headteachers and Curriculum support officers were selected. SPSS aided in calculating descriptive statistics and inferential statistics. The findings of the study indicate that competencies of head teachers affect the discipline of staff and pupils in most public primary schools in the county. The study found that in many schools the headteachers had registered...
ABSTRACT This study aimed at assessing the effects of Head Teachers’ Leadership Style on Teachers’ Job Performance in Selected Primary Schools in Dar es Salaam. Three research objectives were formulated to guide the study which was; to examine the effects of leadership behaviors on teachers’ job performance, to identify the most dominant leadership style exhibited among head teachers, and to identify the leadership style used by head teachers that enhances teachers’ job performance. The study was based on path goal theory. The study employed the descriptive survey design. The study employed 3 District education officers (DEO’s), 6 head teachers and 88 primary teachers in the 6 primary schools. Purposive sampling technique was used to get 6 head teachers and 88 teachers were obtained through simple random sampling. Questionnaires, interviews and documentary reviews are the method used by for this study. The analysis was used to analyze the qualitative data. Quantitative data was entered into the computer for analysis using the software of Statistical Package for Social Science (SPSS). The study shows that the democratic leadership style was a both dominant and that it enhanced teachers’ job performance. The researcher recommended that, school head teachers should avoid much uses of autocratic style in the leading of schools as it does not allow teachers to give off their best. Also adoption of leadership strategies by the head teachers such as participative style of leadership, creates conducive environment which would help to improve primary school teachers’ job performance. Based on the findings of the study a researcher concluded that, the proper utilization of the leadership behaviors were results to the high level of teachers’ job performance.
European Journal of Education Studies, 2017
The purpose of this study was to assess the most important aspects of head teachers’ leadership practices influencing student academic achievement in secondary schools of Machakos County, Kenya. Performance by many students in the Kenya Certificate of Secondary Education examination in most secondary schools in Machakos County has been low in the recent past years (2009-2013), and a study was therefore necessary to establish whether in the execution of head teachers’ instructional leadership practices, the head teachers may have ignored important aspects which if put to consideration could help improve their instructional leadership practice, and subsequently the performance of pupils. The study applied Survey design. The target population was the head teachers, teachers and students of 176 public secondary schools in Machakos County. Stratified sampling technique was used to select 38 head teachers, 190 teachers and 345 students from among high and low performing secondary schools ...