Headteachers’ leadership styles as a critical factor towards learner’s academic performance in public primary schools in Kenya

Abstract

Headteachers are charged with the key leadership roles within the school setting necessitating the adoption of effective leadership styles. Therefore, the purpose of this study was to examine the influence of Headteachers’ leadership styles on learners’ academic performance in Makueni County, Kenya. This article is an extract from a study carried out in Makueni County, Kenya. The study used a descriptive research design where the target population consisted of 714 public primary schools in Makueni County while the sample size consisted of 509, particularly, 74 Headteachers, 428 teachers, and 7 quality assurance officers. The study used questionnaires for Headteachers and teachers and interviews for Quality Assurance and Standards Officers as the primary data collection tools. The study that Headteachers who led by example, maintained a strong rapport with teachers, encouraged collaboration, and demonstrated commitment to academic performance positively influenced learners’ academic performance. Thus, the study recommended the need for policies that will entrench professional development on desirable leadership style qualities for Headteachers. The study further recommended that the Ministry of Education and the Teachers Service Commission should consider establishing a mentorship programme where experienced headteachers will share practical knowledge on desirable leadership styles with newly hired headteachers to ensure better learners’ performance.