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A Theoretical and Empirical Review of the Relationship between
Head Teachers Leadership Styles and KCPE Performance in
Pblic Primary Schools in Kenya

(illia) (ainaina *waura% +r. ,ut- .-inguri% *r. Peter (an/au *wangi
Sc-ool of Education% *ount 0en1a 2ni3ersit1% P. #. 4o5% 3'2-&1&&&% .-i6a% 0en1a.
7orresponding 8ut-or E)ail9 willwainaina:1a-oo.co)

Abstract
.-e ;ualit1 of education depicted in an1 sc-ool is largel1 influenced <1 t-e ;ualit1 of leaders-ip e5-i<ited <1 t-e
sc-ool ad)inistrator in t-at institution. Effecti3e tea)wor6 and networ6ing a)ong sta6e-olders in a sc-ool is a
source of )oti3ation t-at dri3es all people in3ol3ed to wor6 towards t-e ac-ie3e)ent of t-e goals of t-at
institution. It is t-e o<ligation of t-e institution leader to influence t-ose wor6ers under -i) or -er to stri3e to
ac-ie3e t-e institutional goals t-roug- t-e application of appropriate leaders-ip s6ills. In t-is article% t-e aut-ors
discuss t-e findings fro) t-e stud1 carried out on t-e relations-ip <etween -eadteac-ers= leaders-ip st1les on
07PE perfor)ance in pu<lic pri)ar1 sc-ools in central region of 0en1a. .-e stud1 is <ased on nor)ati3e
decision t-eor1 <1 $roo) and >etton (1?73. .-e stud1 adopted )i5ed )et-ods and applied se;uential
e5plorator1 design w-ic- in3ol3ed ;uantitati3e and ;ualitati3e procedures in data collection and anal1sis. .-e
stud1 adopted purposi3e and stratified si)ple rando) sa)pling and data was collected using ;uestionnaires%
inter3iew sc-edules and docu)ent anal1sis for t-e secondar1 data. .-e instru)ents= 3alidit1 was esta<lis-ed
t-roug- t-e guidance of t-e e5perts in t-e depart)ent of )anage)ent% ad)inistration and leaders-ip of *ount
0en1a 2ni3ersit1. .-e researc-ers esta<lis-ed instru)ent relia<ilit1 <1 using split -alf tec-ni;ue w-ic- in3ol3ed
calculating t-e Pearson=s correlation coefficient (r <etween t-e two -al3es of t-e tests. @uantitati3e data was
anal1Aed using SPSS 3ersion 21 and ;ualitati3e data was anal1Aed t-e)aticall1 according to t-e o</ecti3es. .-e
findings of t-e stud1 indicated t-at pupils= perfor)ance in 0en1a 7ertificate of Pri)ar1 Education corresponded
to leaders-ip st1les to a 3er1 great e5tent. .-e stud1 also found out t-at t-ere was la5it1 <1 t-e -eadteac-ers in
delegating power and duties to t-eir teac-ing staff and lac6 of participation of all sta6e-olders in t-e welfare of
t-e sc-ool t-us affecting t-e pupils= perfor)ance. .-e findings of t-is stud1 drew conclusion t-at would assist
education polic1 )a6ers and i)ple)enters to for)ulate strategies t-at could <e used to i)pro3e leaders-ip st1les
t-at would pro)ote <etter e5a)ination perfor)ance at pri)ar1 sc-ool le3el.
Keywords! Beaders-ip% leaders-ip st1les% perfor)ance

ACK"#$LE%&E'E"T
.-is stud1 called for cooperation efforts fro) se3eral 6e1 indi3iduals and institutions. Cowe3er w-ile it )ig-t <e
i)practical to )ention all of t-e)% so)e )ini)u) crediting is ine3ita<le. Special gratitude goes to +r ,ut-
.-inguri of *ount 0en1a 2ni3ersit1 for -er e5tra ordinar1 ad3ice% guidance and concern to t-e researc-ers.
.-e researc-ers wis- to appreciate t-e support gi3en <1 t-e national council of science and tec-nolog1% t-e
0ia)<u count1 education director and ,uiru su<-count1 education officers for a3ailing t-e rele3ant )aterials for
t-is stud1. (e would also li6e to con3e1 our gratitude to t-e international institute for science% tec-nolog1 and
education (IIS.E for re3iewing our paper and guiding us on -ow to enric- t-e article.
Dinall1 t-e researc-ers would li6e to a<sol3e all indi3iduals and institutions )entioned a<o3e fro) all errors of
o)ission or co))ission and interpretation and t-at an1 indi3idual wor6 is cited and t-at for t-ese t-e researc-ers
re)ains solel1 responsi<le.

()*) +"TR#%,CT+#"
.-is stud1 s-ares our researc- on t-e effects of -eadteac-ers= leaders-ip st1les on 0en1a 7ertificate of Pri)ar1
Education in central region% 0en1a. .-e researc-ers -a3e also incorporated t-e findings of ot-er researc-ers w-o
conducted studies in t-is area at P-+ and )aster le3els. .-e sc-ool ad)inistrator -olds t-e )antle of ensuring
t-at all sta6e-olders stri3e to ac-ie3e t-e institutional goals. .-e ;ualit1 of education depicted in an1 sc-ool is
largel1 influenced <1 t-e ;ualit1 of leaders-ip e5-i<ited <1 t-e sc-ool ad)inistrator in t-at institution. Effecti3e
tea)wor6 and networ6ing a)ong sta6e-olders in a sc-ool is a source of )oti3ation t-at dri3es all people
in3ol3ed to wor6 towards t-e ac-ie3e)ent of t-e goals of t-at institution. It is t-e o<ligation of t-e institution
leader to influence t-ose teac-ers under -i) or -er to stri3e to ac-ie3e t-e institutional goals t-roug- t-e
application of appropriate leaders-ip s6ills.
.o ac-ie3e t-e o</ecti3es of ;ualit1 education to all learners% institutions leaders s-ould ac;uire t-e
appropriate s6ills to ena<le t-e) e5ploit t-eir potentials to t-eir fullest. Effecti3e audit s1ste) suc- as
)onitoring of learners ac-ie3e)ent is necessar1 to ensure t-e ;ualit1 and scope of ser3ice deli3er1 -inged on
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suc- leaders-ip effecti3eness. Intended leaders-ip needs 6nowing w-at to do% w-en% -ow and w-1 to do it as
well as pus-ing for c-ange w-ile at t-e sa)e ti)e safeguarding aspects of culture% 3alues% and rules wort-1
preser3ing. Institutional )anagers s-ould also 6now and see t-e <enefit of t-e people in t-eir organiAation.
0nowledge and s6ills contri<ute to <alanced leaders-ip (*arAano% 1??5. .-is stud1 t-eoreticall1 and
e)piricall1 e5a)ines t-e relations-ip <etween -eadteac-ers leaders-ip st1les and pupils= perfor)ance in 0en1a
7ertificate of Pri)ar1 Education.

-)*) P,RP#SE #. THE ST,%/
.-e ai) of t-is article is to anal1se t-e relations-ip <etween -eadteac-ers= leaders-ip st1les and 0en1a
7ertificate of Pri)ar1 Education perfor)ance in pu<lic pri)ar1 sc-ools in 0en1a. .-e findings of t-e stud1
would <e used <1 t-e *inistr1 of Education in for)ulating capacit1 <uilding progra))es to e)power -ead
teac-ers wit- appropriate leaders-ip st1les for <etter sc-ool )anage)ent. Dor e5a)ple% t-e 0en1a Educational
*anage)ent Institute (0E*I can use t-e results of t-is stud1 to enric- leaders-ip courses t-e1 offer to sc-ool
-ead teac-ers t-roug- in-ser3ice training.


0)*) RE1+E$ #. RELATE% L+TERAT,RE
0)( +mportance of Edcation
8 strong <elief on education is to create indi3iduals w-o are inno3ati3e and% not si)pl1 repeating w-at
generations -a3e done E )en and wo)en w-o are in3enti3e and disco3erers. Educating a nation is an a3enue for
de3eloping t-e entire societ1 in t-e de3eloping countries of t-e world. (8i6)an F 2nterna--ter 2&&5.
Education is an in3est)ent and -ence ;ualit1 learning and training contri<utes greatl1 to econo)ic growt- and
creation of e)plo1)ent opportunities (,epu<lic of 0en1a% 2&&5.
8n education s1ste) in an1 countr1 is esta<lis-ed as a result of t-e deter)ination of t-e <roader goals
of education w-ic- are in ti)e wit- t-e aspirations of t-e countr1. .o put to effect t-ese aspirations% sc-ool split
to t-e long-ter) ai)s into )ore specific s-ort ter) o</ecti3es. .o ac-ie3e t-is% a sc-ool i)ple)ent an
appropriate curriculu) w-ose o</ecti3es ensure t-e attain)ent of goals aspired <1 a societ1.

0)- The Role of the School
8 sc-ool is t-e functional unit of t-e education s1ste). In econo)ic ter)s% a sc-ool is an industr1 w-ic-
transfor)s a gi3en ;ualit1 of inputs into re;uired outputs. 8 sc-ool is a uni;ue industr1 in t-e sense t-at its raw
)aterials% w-o are t-e students% -a3e to <e transfor)ed into appropriate products. .-e product of a sc-ool is
/udged <1 t-e wa1 its past students perfor) in societ1.
.-e efficienc1 of a sc-ool is di3ided into internal and e5ternal efficiencies. .-e internal efficienc1 is
deter)ined <1 -ow a sc-ool transfor)s its inputs into outputs. .-e e5ternal efficienc1 of sc-ools is deter)ined
<1 -ow well sc-ools prepare pupils for t-eir e5pected roles in societ1 (#6u)<e% 1???. In order to acco)plis- its
role effecti3el1% a sc-ool )ust <e a<le to afford a focused educational leaders-ip w-ic- is <ased on good
)anage)ent principles and tec-ni;ues.

0)0 Leadership Styles
8 leaders-ip st1le can <e defined as <e-a3iour used <1 a leader to )oti3ate t-e su<ordinates to stri3e to ac-ie3e
t-e organiAational o</ecti3es. Beaders-ip st1les are usuall1 identified as points on a continuu). #6u)<e (1???
outlines 3arious leaders-ip st1les suc- as de)ocratic% autocratic% laisseA faire% no)ot-etic% ideograp-ic and
transactional leaders-ip st1les.
.-e de)ocratic st1le also referred to as consultati3e leaders-ip% decentraliAes power and aut-orit1.
+ecisions a<out t-e organiAation are reac-ed t-roug- consultations. 8utocratic leaders-ip st1le centraliAes power%
aut-orit1 and decision )a6ing. In laisseA faire st1le% leaders -a3e t-e tendenc1 of a3oiding power and aut-orit1.
.-e leader allows t-e group to co)e up wit- t-e organiAational goals and t-e 3arious wa1s of attaining success.
In t-e no)ot-etic leaders-ip st1le% t-e leader e)p-asiAes t-e o</ecti3es of t-e organiAation and t-e role of t-e
wor6ers position. .-e wor6ers are strictl1 controlled t-roug- t-e application of rules and regulations stipulated
<1 t-e organiAation structure. It is a tas6 centered approac- to leaders-ip.
.-e ideograp-ic leaders-ip st1le is wor6er-centered and applies t-e -u)an relations approac- to
)anage)ent. .-is st1le e)p-asiAes t-e -u)an di)ension of t-e organiAation and is sensiti3e to t-e wor6er=s
indi3idual needs. .-e transactional leaders-ip st1le is a )i5ture of no)ot-etic and t-e ideograp-ic leaders-ip
st1les. .ransactional leaders-ip st1le 3aries e)p-asis of t-e two as t-e situation de)ands (#6u)<e% 1???.

0)2 The effects of leadership styles on stdents performance
#6ot- (2&&& conducted a stud1 on t-e effects of leaders-ip st1les on students= perfor)ance in 0en1a 7ertificate
of Secondar1 Education in Nairo<i 7ount1% 0en1a and found out t-at -eadteac-ers )erited as <eing consultati3e
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ac-ie3ed -ig-er )ean standard score inde5 t-an t-e aut-oritati3e -eadteac-ers. .-is concurs wit- 0i)acia
(2&&7% and *walala (2&&!% w-o found out t-at t-ere is a connection <etween principals= leaders-ip st1les and
o3erall students= perfor)ance in 0.7.S.E and noted t-at de)ocratic and consultati3e -eadteac-ers -ad -ig-er
perfor)ance inde5 in 0.7.S.E t-an autocratic -eadteac-ers.
.-e findings contradict N/uguna (1??! w-o found out t-at t-ere is no significant connection <etween
principals= leaders-ip st1les and students= 0.7.S.E perfor)ance. Cu6a (2&&3% <rings a point of contrast <1
asserting t-at -eadteac-ers w-o were )erited as consultati3e -ad lower )ean scores% w-ile aut-oritati3e
-eadteac-ers ac-ie3ed -ig-er )ean scores. .-e sa)e findings featured in *uli (2&&5% and (angui (2&&7. .-is
contradiction could arise as a result of different -ead teac-ers= wor6ing en3iron)ent.
*uc-ira (1??!% conducted a stud1 on leaders-ip effecti3eness in pri)ar1 teac-ers colleges in 0en1a wit- an
e)p-asis on leaders-ip st1les% /o< satisfaction and students= ac-ie3e)ent. .-e stud1 ai)ed at deter)ining and
descri<ing t-e nature of t-e principals= leaders-ip st1les% /o< satisfaction and students= perfor)ance. .-e stud1
focused on t-e nature of t-e principals= leaders-ip st1les% students= perfor)ance and to in3estigate t-e e5tent of
t-e relations-ip of t-ese 3aria<les. .-e findings s-owed t-at t-ere were no significant differences <etween tas6-
oriented principals and relations-ip-oriented principals wit- regards to students= ac-ie3e)ent. .-ese findings
were contrar1 to (an/iru (1??7 w-o -ad o<ser3ed t-at t-ere was a significant relations-ip <etween% percei3ed
Beaders-ip st1les% siAe of t-e sc-ool and non-institutional ti)e on teac-ers% -ence t-ere was need for furt-er
in3estigations a)idst t-ese contradictions.

0)3 Theoretical .ramewor4
.-is stud1 is <ased on t-e nor)ati3e decision t-eor1 <1 $roo) F >etto) (1?73% w-ic- atte)pt to connect
t-e gap <etween leaders-ip t-eor1 and )anagerial practice using e)pirical researc- in )anage)ent decision
)a6ing process (Bussier% 2&&2. .-is t-eor1 of leaders-ip focuses on decision )a6ing <1 )anagers wit- a
defined group of su<ordinates and consists of procedures for deter)ining t-e e5tent to w-ic- leaders s-ould
in3ol3e su<ordinates in t-e process.
.-e t-eor1 identifies t-e following fi3e leaders-ip st1les eac- wit- independent effect on t-e su<ordinate
and organiAations perfor)ance9
i. Cig-l1 8utocratic I (8I9 In t-is st1le% t-e )anager )a6es t-e decision alone using infor)ation at -and.
ii. Bess 8utocratic II (8II9 .-e leader as6s for infor)ation fro) /unior staff <ut )a6es t-e decision alone.
Su<ordinates )a1 or )a1 not <e told w-at t-e pro<le) was. .-e1 are not in3ol3ed in )a6ing t-e
final resolution.
iii. 7onsultati3e I (7I9 .-e leader s-ares t-e pro<le)s wit- t-e su<ordinates and as6s for t-eir ideas and
e3aluation on -ow to address t-e pro<le). Cowe3er% t-e final decision is )ade <1 t-e leader.
i3. 7onsultati3e II (7II9 .-e leader and t-e su<ordinates )eets as a group to discuss t-e pro<le) <ut -e
)a6es t-e decision after getting ideas and infor)ation on -ow to address or alle3iate t-e pro<le).
.-e input of t-e su<ordinates )a1 or )a1 not <e used <1 t-e leader.
3. Cig-l1 7onsultati3e Group II (GII9 .-e leader co)e toget-er wit- t-e su<ordinates as a group to
discuss t-e pro<le) and t-e group )a6es t-e decision.
Nor)ati3e t-eor1 is suita<le for t-is stud1 <ecause it outlines so)e leaders-ip st1les t-at a -ead teac-er
would c-oose to appl1 to influence )e)<ers of -is staff to ac-ie3e t-e institution goals depending on t-e
situation at -and. .-is )odel would ena<le an1 sc-ool )anager to <e fle5i<le in ad)inistrati3e duties.

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0)3 C#"CEPT,AL .RA'E$#RK

.i5re ()( Head Teachers Leadership Styles relationship on Ppils Performance in KCPE
2)*) RESEARCH %ES+&" A"% 'ETH#%#L#&/
.-is stud1 adopted )i5ed )et-ods and applied se;uential e5plorator1 design w-ic- in3ol3ed ;uantitati3e and
;ualitati3e procedures in data collection and anal1sis. .-e stud1 targeted all t-e pu<lic pri)ar1 sc-ools in ,uiru
Su<-count1% 0ia)<u 7ount1% 0en1a. 8 total of ! sc-ools were included in t-e sa)ple w-ic- was 2!I of t-e
total nu)<er of pu<lic pri)ar1 sc-ools in t-e su<-count1. .-e stud1 adopted purposi3e and stratified si)ple
rando) sa)pling and data was collected using ;uestionnaires% inter3iew sc-edules and docu)ent anal1sis for t-e
secondar1 data.
.-e instru)ents= 3alidit1 was esta<lis-ed t-roug- t-e guidance of t-e e5perts in t-e depart)ent of
)anage)ent% ad)inistration and leaders-ip of *ount 0en1a 2ni3ersit1. .-e researc-ers esta<lis-ed instru)ent
relia<ilit1 <1 using split -alf tec-ni;ue w-ic- in3ol3ed calculating t-e Pearson=s correlation coefficient (r
<etween t-e two -al3es of t-e tests. @uantitati3e data was anal1Aed using SPSS 3ersion 21 and ;ualitati3e data
was anal1Aed t-e)aticall1 according to t-e o</ecti3es.

3)*) RESEARCH .+"%+"&S A"% %+SC,SS+#"S
3)( KCPE Performance of Pblic Primary Schools in Rir 'nicipality
Table ( KCPE Performance
'ean score ran5e -**6 -**7 -**8 -*(*
. 9 . 9 . 9 . 9

1&&-2&& H 75 5 H2.5 7 !7.5 7 !7.5
2&1-3&& 2 25 3 37.5 1 12.5 1 12.5

Totals 7 (** 7 (** 7 (** 7 (**
Key! . : .re;ency
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127
.-e a<o3e (ta<le 1 s-ows t-at in 2&&7% 75I of t-e respondents indicated t-at t-e1 -ad a )ean score of t-e range
of 1&&-2&& w-ile 25I stated t-at t-eir )ean score ranged fro) 2&1-3&&. In 2&&!% )a/orit1 of t-e respondents
(H2.5I stated t-at t-eir )ean score ranged fro) 1&&-2&& w-ile 37.5I indicated t-at t-eir )ean score was
<etween 2&1-3&&.#n t-e ot-er -and in 2&&?% !7.5I indicated t-at t-eir )ean score was on t-e range of 1&& and
2&& w-ile 12.5I% said t-at t-eir )ean score was <etween 2&1 and 3&&. Bastl1 in 2&1&% !7.5I )a/orit1 of t-e
respondents indicated t-at t-e1 -ad a )ean score of 1&&-2&& w-ile 12.5I -ad a )ean score ranging fro) 2&1-
3&&. .-e data displa1ed in ta<le 1 a<o3e s-ows t-at t-e 07PE perfor)ance of pu<lic pri)ar1 sc-ools in ,uiru
Su<- 7ount1% 0ia)<u 7ount1% was <elow a3erage in t-e 1ears 2&&7 to 2&1&.

3)- Effect of head teachers leadership Styles on KCPE performance
Table - Head teachers perception on leadership styles effect on KCPE performance
Leadership styles .re;ency Percenta5e
En-ances understanding and -ard wor6 2 25
*oti3ate teac-ers 2 25
In3ol3e sta6e-olders in decision )a6ing 1 12.5
Bac6 of fre;uent consultation wit- teac-ers 3 37.5
Total 7 (**
.a<le 2% illustrates t-e percentages of -ead teac-ers perception on leaders-ip st1les and 07PE perfor)ance.
.went1 fi3e percent (25I of t-e respondents were for t-e opinion t-at -ead teac-ers leaders-ip st1les en-anced
understanding and -ard wor6 a)ong t-e su<ordinates and pupils. Durt-er 25 I of t-e respondents stated t-at
leaders-ip st1les )oti3ated and encouraged teac-ers -ence i)pro3ing pupils= perfor)ance in 07PE. .wel3e
point fi3e percent (12.5I of t-e -ead teac-ers suggested t-at if sta6e-olders were in3ol3ed in decision )a6ing
t-ere would <e i)pro3e)ent in 07PE perfor)ance. .-irt1 se3en point fi3e percent (37.5 I of t-e respondents
stated t-at lac6 of fre;uent consultation wit- teac-ers greatl1 affected 07PE perfor)ance. .-e findings of t-is
stud1 concurs wit- 0i)acia (2&&7 and *walala (2&&! w-o o<ser3ed t-at t-ere was a connection <etween
leaders-ip st1les and students= perfor)ance in 07SE <1 noting t-at de)ocratic and consultati3e principals
e5-i<ited -ig-er perfor)ance inde5 in 07SE t-an autocratic -ead teac-ers.
3)0) Table 0 Perception of PTA chairpersons on how head teachers leadership styles inflence KCPE
performance
Leadership styles inflence .re;ency Percenta5e
8<ilit1 to allow dialogue and consultation wit- sta6e-olders. 3 37.5
*oti3ate and encouraging teac-ers and pupils. 3 37.5
Effecti3eness of -ead teac-er in ad)inistrati3e roles. 1 12.5
In3ol3e)ent of sta6e-olders in decision )a6ing process. 1 12.5
Total 7 (**

8ccording to ta<le 3% 37.5I of t-e respondents were for t-e opinion t-at t-e degree to w-ic- -ead teac-ers
consulted t-e sta6e-olders% t-e a<ilit1 of t-e -ead teac-ers to )oti3ate and encourage teac-ers and pupils in t-eir
sc-ools influenced pupils= perfor)ance in 07PE. Dinall1% 12.5I of t-e respondents indicated t-at in3ol3e)ent
of sta6e-olders in decision )a6ing and t-e effecti3eness of t-e -ead teac-er corresponded wit- t-e pupils=
perfor)ance in 07PE.

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3)2 Head Teachers Leadership Styles
Table 2 Perceptions of Teachers on head teachers leadership styles
Teachers Perception
attribtes
"ever 1ery
Little
Sometimes Considerable 1ery
5reat
"o
response

. 9 . 9 . 9 . 9 . 9 . 9 Total
8ppreciate ideas and
a<ilities of teac-ers and
support staff
2 2.2 1& 1&.? 1& 1&.? '1 ''.H 2! 3&.' 1 1.1 1&&
7onsultati3e in
decision )a6ing
2 2.2 11 12.& 1? 2&.7 2' 2H.1 35 3!.& 1 1.1
1&&
+elegate power
responsi<ilit1 to
teac-ers and support
staff
3 3.3 7 7.H 1H 17.' 3& 32.H 35 3!.& 1 1.1

1&&
Initiates and directs
goals for t-e staff to
support and acco)plice
' '.3 5 5.' 2H 2!.3 3! '1.3 1! 1?.H 1 1.11.1

1&&
8llows teac-ers and
support staff to
function freel1 as t-e1
wis-
1' 15.2 15 1H.3 ? ?.! 2! 3&.' 25 27.2 1 1.1

1&&
S-are success and
failures wit- ot-er
sc-ool sta6e-olders
5 5.' 11 12.& 1' 15.2 27 2?.3 3' 37.& 1 1.1
1&&
Encourages
perfor)ance standard
as a )utual agree)ent
to all sta6e-olders
3 3.3 7 7.H 11 12.& 2? 31.5 '1 ''.H 1 1.1

1&&
Key! . : .re;ency

.a<le ' s-ows t-e perception of teac-ers on -ead teac-er=s leaders-ip st1les) Dort1 four point si5 percent (''.HI
indicated t-at )ost of t-e -ead teac-ers appreciated ideas and a<ilities of teac-ers and support staff to a
considera<le e5tent. It was also noted t-at 3!I of t-e respondents felt t-at -ead teac-ers delegated duties and
responsi<ilit1 to teac-ers. .-irt1 point four percent (3&.'I indicated t-at leaders-ip roles corresponded wit-
allowing teac-ers and support staff to function freel1 as t-e1 wis- to a considera<le e5tent. *ean w-ile ''.HI
stated t-at leaders-ip st1les encouraged perfor)ance standard wit- ot-er sc-ool sta6e-olders to a 3er1 great
e5tent. .a<le '.11 s-ows t-at )ost teac-ers 3iewed t-eir -ead teac-ers as consultati3e and de)ocratic. So)e
teac-ers rated t-eir -ead teac-ers as laisseA faire leaders. .-ese 3iews agree wit- +uening (2&&3 w-o grouped
institutional leaders as t-ose w-o appl1 initiating structures and t-ose w-o appl1 consideration structure.

<)*) C#"CL,S+#"S
4ased on t-e finding% t-e stud1 concluded t-at perfor)ance of 0.7.P.E candidates in pu<lic pri)ar1 sc-ools in
,uiru Su<-7ount1% 0ia)<u 7ount1 is low due to leaders-ip st1les practiced <1 -ead teac-ers in t-eir sc-ools.
.eac-ers= 3iews on t-eir -ead teac-ers= leaders-ip st1les indicated t-at t-ere were )ore of laisseA fare leaders in
pu<lic pri)ar1 sc-ools. .-is would -a3e resulted to poor 0.7.P.E perfor)ance in t-e count1. .-e stud1
concludes t-at -ead teac-ers s-ould <e )ore consultati3e and in3ol3e sta6e-olders in decision )a6ing on
)atters affecting t-eir sc-ools. Cead teac-ers allowed t-eir teac-ers to function freel1 as t-e1 wis-ed t-us
conse;uentl1 affecting t-e 07PE perfor)ance.
.-ere was a large connection <etween -ead teac-ers= leaders-ip st1les and 07PE perfor)ance in pu<lic pri)ar1
sc-ools in 0ia)<u 7ount1. Cead teac-ers w-o practiced consultati3e and de)ocratic leaders-ip st1les )oti3ated
and encouraged t-eir teac-ers% w-o in return wor6ed -ard to i)pro3e pupils= perfor)ance in 07PE. #n t-e ot-er
-and% -ead teac-ers w-o did not ade;uatel1 in3ol3e t-eir teac-ers and ot-er sta6e-olders in decision )a6ing
process )ade t-eir sc-ool to decline in 07PE perfor)ance.

6)*) REC#''E"%AT+#"S
.-e stud1 ad3ocates t-at -ead teac-ers s-ould practise leaders-ip st1les t-at facilitate colla<orati3e
responsi<ilit1 and consultati3e decision )a6ing wit- all sta6e-olders in t-eir institutions. .-e1 s-ould also
in3ol3e teac-ers in decision )a6ing process. .-is would en-ance participati3e leaders-ip and -ence i)pro3e
07PE perfor)ance.
Journal of Education and Practice www.iiste.org
ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline
$ol.5% No.25% 2&1'

12?
RE.ERE"CES
8i6a)an% S. F 2nter-alter% E. (2&&5 4e1ond access9 .ransfor)ing polic1 and practice for gender e;ualit1 in
education. Bondon9 #5ford Press.
+uening% .. N F I3ance3ic-% J.*. (2&&3. Managing Organizations principles and guidelines. 7incinnati 2.S.8.
8to)ic +og Pu<lis-ing
Cu6a% *.+. (2&&3. J8 stud1 of Cead .eac-ers= *anage)ent st1les and Perfor)ance of 0.7.S.E. e5a)ination
in *andera +istrictK. 2npu<lis-ed *.Ed pro/ect% 2ni3ersit1 of Nairo<i.
0i)acia% P. (2&&7..-e relations-ip <etween Cead .eac-ers= Beaders-ip st1les and Girls Students= perfor)ance
in 07SE in pu<lic secondar1 sc-ools in Naro6 +istrict% 0en1a. *.Ed Pro/ect% 2ni3ersit1 of Nairo<i.
2npu<lis-ed
Bussier% ,.N. (2&&2. Cu)an ,elations in #rganiAations9 8pplications and S6ill 4uilding. New >or6% 2.S.8.
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Edition.
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of Education .-esis% 2ni3ersit1 of Nairo<i. 2npu<lis-ed.
*uli% *. *. (2&&5. Effects of Cead .eac-ers= *anage)ent St1les on perfor)ance in p-1sics 8t 0.7.S.E.
e5a)inations in *uto)o +i3ision% 0itui +istrict. *.ed Pro/ect% 2ni3ersit1 of Nairo<i. 2npu<lis-ed.
*walala% +.4. (2&&!. .-e Influence of Cead .eac-ers= Beaders-ip st1les on 0.7.S.E. Perfor)ance in pu<lic
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#6ot-% 2.8. (2&&&. 8 stud1 of t-e effects of leaders-ip st1les on perfor)ance in 0.7.S.E. E5a)ination in
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(an/iru% S.0. (1??7. .-e relations-ip <etween percei3ed Beaders-ip st1les% siAe of t-e sc-ool 8nd Non-
Institutional ti)e on .eac-ers. Jo< satisfaction. *.Ed. +issertation% 2ni3ersit1 #f Sout- 7arolina.






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