Influence of Situational Leadership Style on Pupils Performance in Kenya Certificate of Primary Education in Public Primary Schools in Uriri Sub County, Kenya

Abstract

Abstract: Schools leadership has continued to be scrutinized for accountability and transparency with that aim of enhancing standards in the management of the schools. Despite the scrutiny on the Head teachers, to ensure pupils’ academic performance, the trend in pupil’s academic performance has continued to be below the average mark of 250 in most public primary schools in Uririsub County for the past five years from 2012-2016. Previous studied on pupil’s performance has paid little attention on Head teacher’s leadership styles. This study therefore seeks to determine the influence of using situational leadership styleson learners’ academic performance in the public primary schools in Uririsub County. The target population consisted of 93 public primary schools with 911 teachers in Uriri SubCounty out of which 28(30%)of the schools were selected using simple random sampling. The sample size was determined using a sampling formula where a sample of 190 made of 162 teachers and the 28 Head teachers was selected. Data was collected using a questionnaire. The data was analyzed using both descriptive and inferential statistics. The study established that situational leadership was the most effective style of leadership that resulted into improved academic performance. The hypotheses showing the relationships between situational leadership styles and academic performance were tested using the Pearson’s correlation coefficient (r) at a 5 % level of significant; the results revealed that there was a strong association between situational leadership and academic performance of primary school learners in Uriri sub County of Migori County. The study therefore concluded that for primary schools in Uriri Sub County to improve on the academic performance of their pupils they have to adopt the right leadership style that will motivate both the teachers and the students to work hard and there. The study recommends that Head teacher must be very keen in adopting an appropriate leadership style that will enhance the academic performance; this could be achieved through leadership training on how to select a leadership style to suite their situation. The study has contributed to the available knowledge on school leadership and it is expected to provide an appropriate base for future research. Keywords: Academic performance; Student Achievement; Leadership; Situational leadership; Head teacher s‟ leadership style