EFFECTS OF LEADERSHIP STYLE ON STUDENTS’ COMPLETION RATES IN SECONDARY SCHOOLS IN KENYA

Mercy A. Imbovah, Benard Nyatuka, Sorobea Bogonko, Evans Nyamwaka

Abstract


The purpose of this study was to investigate the effects of leadership style on students’ completion rates in secondary schools in Meru Central Sub County, Kenya. The study was guided by the systems and benchmarking theories and adopted the descriptive survey research design. A questionnaire was used to collect relevant data. A sample of 24 principals, 120 teachers and 240 students participated in the study. The study findings revealed that principals’ leadership style influenced completion rates among students in secondary schools in the sub county. It was therefore, concluded that the principal’s leadership style influences the students’ completion rates in secondary schools. The findings are significant as they could assist in redressing challenges of students’ completion rates arising from poor leadership as well as administrative skills. The findings could also help the relevant policy makers and bodies to formulate related education policies and establish the legal framework to enhance students’ completion rates.

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Keywords


separation stress, transition, preschool children, parents counselling

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DOI: http://dx.doi.org/10.46827/ejes.v7i12.3446

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