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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 in Machakos County. The study used the Head Teacher Questionnaire (reliability 0.78), Teachers Questionnaire (reliability 0.74) and the students Questionnaire (reliability 0.75). The response was 87.5%. Factor analysis was then done to establish the most important indicators of the head teachers’ instructional leadership practices. The study found that most indicators used in the head teachers’ instructional leadership are reliable, with Cronbach’s alpha values higher than 0.5. The study recommends in-service training for head teachers and preparatory training for deputy head teachers and heads of departments on effective instructional leadership practices so as to enhance balanced instructional leadership in schools.
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...
2015 •
In the management structure of secondary schools in Kenya, the headteacher is the leader who assigns all the other teachers duties, including teaching assignments. There is therefore the tendency of schools’ overall attainment being associated with the headteachers’ leadership styles. This study sought to investigate teachers’ perceptions on how leadership styles practiced by headteachers of secondary schools in Rongo District, Migori County influence the academic performance of students. The study also intended to determine the predominant leadership style of headteachers in secondary schools in Rongo District. The study adopted a descriptive survey research design. The study population comprised 548 teachers in the 56 secondary schools in Rongo District. Thirty-three schools, which had their current headteachers since the year 2008 and had presented candidates at the Kenya Certificate of Secondary Education (KCSE) examination from the year 2008 to 2011, were purposively sampled. A...
East African Journal of Education Studies
Principals` Instructional Leadership and Its Influence on Students’ Academic Achievement in Public Secondary Schools in Nyeri and Nyandarua Counties in KenyaThe study focused on the influence of principals` instructional leadership practices on students` academic performance in public secondary schools in Nyeri and Nyandarua counties. The concern was the low and widely varied academic performance yet the principals` instructional leadership practices were not clear. The study adopted ex-post facto research design and systems theory to study instructional leadership as a determinant of learning outcomes. The sample size comprised 192 principals, 330 Heads of Department, and 352 teachers in 192 schools. The main data collection tools were the principals` questionnaire (r =.89), HoDs` questionnaire (r =.92) and teachers` questionnaire (r =.87). Both qualitative and quantitative data were collected. Qualitative data were analysed using thematic analysis, while quantitative data was analysed using both descriptive and inferential statistics. Due to the non-normality and ordinal nature of data, inferential statistics were done by use of the K...
2014 •
Most schools globally are focusing on the students’ performance in their transition levels. To have high and quality students’ achievements, there is need to empower the instructional leaders along with curriculum and accountability frameworks. This study was a quantitative research using correlative investigation model. According to the purpose of the study, the Pearson’s product moments correlation was employed to investigate whether; there exists coefficient of correlation between the instructional leadership and students outcomes in Kenya Certificate of Secondary Education (KCSE) examination as well as students ‘academic progression rate (SAPR) in Kenyan secondary schools. The research objectives and hypotheses were formulated in order to study the effects of instructional leadership on students’ achievement in KCSE performance as well as their rate of academic progression. It also investigated the principals’ attitude towards instructional supervision conducted by County Qualit...
International Journal of Scientific and Research Publications (IJSRP)
Leadership Styles of Head Teachers’ and their Impacton Students’ Academic Performance in all Public Schools In Kenya a Case of Bungoma County2019 •
Journal of Education and Practice
Influence of Headteachers’ Leadership Styles on Pupils’ Performance in Kenya Certificate of Primary Education Examination in Dagoreti District, Kenya2014 •
The objective of this study was to establish the relationship between principals’ leadership style and academic performance of Secondary schools in Busia County. This was based on the critical role played by leadership in the management of schools. The foundation theories upon which the concepts of this research were anchored include contingency theory, upper echelons theory and the path goal. Using a descriptive research design, data was collected from 60 teachers using questionnaires. It was analyzed descriptively using frequencies and percentages and inferentially using Pearson’s moment correlation coefficient. The study found a positive relationship between principal leadership styles and teacher productivity and no direct relationship between leadership styles and academic performance but rather a partial relationship value. The study recommends that school principal’s should be vetted so as to ensure only those who are effective are selected to head schools so as to accrue benefits to the education sector and the community in their jurisdiction.
Personal or background characteristics can influence head teachers instructional leadership in schools. This study investigated the relationship, if any, between the head teacher's instructional leadership and the head teacher's background variables such as education/ professional qualification, gender, age,p and teaching experience in the implementation of curriculum (Environmental Education) in secondary schools. Thirty headteachers and 183 teachers randomly sampled participated. Questionnaire was used to collect data in the survey. Findings: The Instructional Leadership Mean Score for mostvariables was moderate,Instructional Leadership Mean Score was independent of head teacher characteristics such as sex, age, and teaching experience but dependent on head teacher qualification. Recommendation: Quality Assurance and Standards officers need to monitor instructions in schools regularly to assist heads,Training of headteacherson instructional leadership should be ongoing and be ensured byboth Teachers Service Commission and Kenya Education Management Institute.
2017 •
A thesis submitted in partial fulfillment of the requirement for the award of the degree of doctor of philosophy in the school of education of Kenyatta University
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