influence of headteachers’ strategic leadership on …
TRANSCRIPT
INFLUENCE OF HEADTEACHERS’ STRATEGIC LEADERSHIP
ON PUPILS’ KCPE PERFORMANCE IN PUBLIC PRIMARY
SCHOOLS IN NAMBALE SUB-COUNTY, BUSIA COUNTY,
KENYA
BY
WEKESA PATRICK WAFULA
A Thesis Submitted to School of Post-Graduate Studies in Partial
Fulfillment of the Requirements for the Award of the Degree of Master
of Education in Educational Management Faculty of Education and
Human Resource Development.
Kisii University
2016
ii
DECLARATION
Declaration by the candidate
This thesis is my original work and has not been presented for a degree in any other university
and no part of it should be reproduced without permission of the author and/or Kisii University
PATRICK WEKESA WAFULA ………………………….. ……………………….
EM17/03971/14 Signature Date
Declaration by the supervisors
This thesis has been submitted for Examination with our approval as university supervisors.
Dr. Evans Ogoti …………………….. …………………….
Lecturer, School of Education and
HumanResource Development, Kisii
University
Signature Date
Dr. DoriceLukoyeKhatete ……………………….. ……………………….
Lecturer, School of Education and
HumanResource Development, Kisii
University
Signature Date
.
iii
PLAGIARISM DECLARATION
WORD DECLARATION
iv
COPYRIGHT
All rights are reserved. No part of this thesis or information herein may be reproduced, stored in
a retrieval system or transmitted in any form or by any means:- electronic, mechanical,
photocopying and recording or otherwise, without the prior written permission of the author or
Kisii University on that behalf.
© 2016, Wekesa Patrick Wafula.
v
DEDICATION
This work is dedicated to my beloved wife Katherine Wekesa, my children Dan, Esther,
Samuel, Laban, Joy, Caleb and my mother AntoninaWafula for their tireless prayers, sacrifice
and patience during my studies.
vi
ACKNOWLEDGEMENT
I sincerely thank the Almighty God for the great care physically, mentally, in giving me good
health to undertake and accomplish this task. Secondly, I would like to thank my supervisors Dr
Doric Lukoye Khatete and Dr Evans Ogoti for being true mentors in every sense of the word.
Their encouragement, guidance and support have greatly contributed to my professional
development.I would also like to thank all the respondents and the staff of Kisii university
notably Dr Audrey Matere and Dr Moses Kapkiai for their contribution to this project. I am
also grateful to the County Commissioner and County Director of Education Busia County for
granting me permission to visit schools for my research.
vii
ABSTRACT
The purpose of the study was to investigate the influence of head teachers‟ strategic leadership
on pupils‟ KCPE performance. The study had four objectives; namely (i) to identify strategic
leadership approaches used by head teachers in public primary schools in Nambale sub-county,
(ii) to find out teachers‟ perceptions about head teachers‟ strategic leadership in public primary
schools in Nambale sub-county, (iii) to identify the extent to which head teachers involve
teachers in decision-making process in public primary schools in Nambale sub-county and (iv)
to examine how strategic leadership approaches used by head teachers in public primary
schools influence KCPE performance in Nambale sub-county. Four research questions were
formulated to guide the study. The study made use of a descriptive survey research design
based on contingency theory of leadership and targeted 50 primary schools in the Nambale
Sub-county of Busia County in Kenya with a population of 538 teachers. Questionnaires,
interview schedules and document analysis checklist were the main data collection instruments.
The validity and reliability of these instruments was pre-tested. A sample of 22 schools was
selected using stratified sampling technique. Stratified sampling technique was used to select
88 teachers and 22 head teachers respectively from the sampled schools. Data collected was
analyzed through descriptive statistics with the aid of statistical package for social sciences
(SPSS). Based on the findings, the study concluded that head teachers who embraced change
and involved teachers in setting work goals posted better KCPE results. It was also concluded
that there was marked improvement in KCPE performance in schools that head teachers‟
motivated staff through rewards. Based on the findings, the study recommended that head
teachers should involve teachers in setting targets and making important decisions that affect
the school. The study further recommended that head teachers should embrace a variety of
strategic leadership approaches aimed at improving academic performance.
viii
TABLE OF CONTENTS
DECLARATION ................................................................................................................ ii
PLAGIARISM DECLARATION ..................................................................................... iii
WORD DECLARATION
COPYRIGHT..................................................................................................................... iv
DEDICATION .................................................................................................................... v
ACKNOWLEDGEMENT ................................................................................................. vi
ABSTRACT ...................................................................................................................... vii
TABLE OF CONTENTS
LIST OF TABLES
LIST OF FIGURES
LIST OF APPENDICES
LIST OF ABBREVIATIONS
LIST OF ACRONYMS..................................................................................................... xv
CHAPTER ONE ................................................................................................................. 1
INTRODUCTION .............................................................................................................. 1
1.1 Background to the study ............................................................................................... 1
1.2 Statement of the problem .............................................................................................. 4
1.3 Purpose of the study ...................................................................................................... 5
1.4 Objectives of the Study ................................................................................................. 5
1.5 Research Questions of study ......................................................................................... 6
1.6 Significance of the study ............................................................................................... 6
ix
1.7 Assumptions of the study .............................................................................................. 7
1.8 Scope of the study .......................................................................................................... 8
1.9 Limitations of the study ................................................................................................ 8
1.10 Conceptual Framework .............................................................................................. 8
CHAPTER TWO .............................................................................................................. 11
LITERATURE REVIEW ................................................................................................. 11
2.1 Introduction................................................................................................................. 11
2.2 Strategic Leadership approaches ............................................................................... 14
2.2.1 Collaborative Leadership approach ........................................................................ 16
2.2.2 Delegation as a leadership approach ....................................................................... 17
2.2.3 Strategic planning approach in leadership.............................................................. 17
2.2.4 Emergent strategy in leadership .............................................................................. 18
2.2.5 Entrepreneurship ..................................................................................................... 18
2.2.6 Strategic intent ......................................................................................................... 19
2.3 Teachers’ Perceptions about Head teachers’ Strategic Leadership .......................... 20
2.3.1 Direction setting ....................................................................................................... 21
2.3.2 Translating strategy into action ............................................................................... 22
2.3.3 Aligning the people and the school to the strategy .................................................. 23
2.3.4 Determining effective interventions ......................................................................... 23
2.4 Teachers’ involvement in decision-making ................................................................ 23
2.4.1 Forming Vision ......................................................................................................... 26
x
2.4.2 Setting objectives ...................................................................................................... 26
2.4.3 Formulating strategy ................................................................................................ 27
2.4.4 Strategy Implementation ......................................................................................... 28
2.4.5 Performance evaluation ........................................................................................... 30
2.5 Effect of head teachers’ strategic leadership on academic performance. ................. 30
2.6 Gaps to be filled by the present study ........................................................................ 32
CHAPTER THREE .......................................................................................................... 34
RESEARCH METHODOLOGY ..................................................................................... 34
3.1 Introduction................................................................................................................. 34
3.2 Geographical description of the study area ............................................................... 34
3.3 Research Design .......................................................................................................... 34
3.4 Target Population ....................................................................................................... 35
3.5 Sample and sampling techniques ................................................................................ 35
3.6 Instruments of data collection .................................................................................... 36
3.6.1 Head teacher’s Questionnaire .................................................................................. 37
3.6.2 Teacher’s Questionnaire .......................................................................................... 37
3.6.3 Document Analysis ................................................................................................... 37
3.6.4 Interview schedule .................................................................................................... 38
3.7 Pre-test of Data Collection Instruments ..................................................................... 38
3.7.1 Validity of Research Instruments ............................................................................ 38
3.7.2 Reliability of Research Instruments ........................................................................ 39
xi
3.8 Data collection procedures .......................................................................................... 39
3.9 Method of Data Analysis ............................................................................................. 40
3.10 Ethical Considerations .............................................................................................. 40
CHAPTER FOUR............................................................................................................. 41
RESEARCH FINDINGS, PRESENTATION AND DISCUSSION ................................ 41
4.1 Introduction................................................................................................................. 41
4.2 Response rate .............................................................................................................. 41
4.3 Demographic information of the respondents ............................................................ 42
4.3.1 Gender of the Respondents ...................................................................................... 42
4.3.2 Age of the Respondents ............................................................................................ 43
4.3.3 Academic level of Respondents ................................................................................ 44
4.3.4 Professional Qualifications of the Respondents ...................................................... 45
4.3.5 Duration of service in current station ...................................................................... 46
4.3.6 Teaching experience of the respondents .................................................................. 47
4.3.7 Head teachers’ Duration of service as an assistant teacher .................................... 48
4.3.8 Type of school ........................................................................................................... 48
4.3.9 Pupils’ enrolment in school ...................................................................................... 49
4.3.10 Number of teachers in school ................................................................................. 50
4.4 Strategic leadership approaches used by head teacher ............................................. 51
4.5 Teachers’ perceptions about head teachers strategic leadership .............................. 54
4.7 The influence of strategic leadership approaches on KCPE performance. .............. 61
xii
4.8 Strategic leadership approaches used by head teachers ............................................ 64
4.9 Teachers’ perceptions about head teachers’ strategic leadership ............................. 66
4.10 Head teachers’ Involvement of Teachers in Decision-making process ................... 68
4.11 The influence of strategic leadership approaches on KCPE performance. ............ 70
CHAPTER FIVE .............................................................................................................. 71
CONCLUSION AND RECOMMENDATIONS .............................................................. 71
5.0 Introduction................................................................................................................. 71
5.1 Summary of the findings ............................................................................................. 71
5.1.1 Strategic leadership approaches .............................................................................. 71
5.1.2 Teachers’ perceptions about head teachers strategic leadership ........................... 72
5.1.3 The extent to which head teachers involve teachers in decision-making process .. 72
5.1.4 The influence of strategic leadership approaches on KCPE performance. ........... 73
5.2 Conclusion of the findings ........................................................................................... 73
5.3 Recommendations ....................................................................................................... 74
5.4 Suggestions for further studies ................................................................................... 74
REFERENCES ................................................................................................................. 76
APPENDICES ................................................................................................................... 91
APPENDIX I: LETTER OF INTRODUCTION ............................................................. 91
APPENDIX 1I: HEADTEACHER’S QUESTIONNAIRE.............................................. 92
APPENDIX III: TEACHERS’ QUESTIONNAIRE ........................................................ 95
APPENDIX IV: INTERVIEW SCHEDULE FOR SUB-COUNTY DIRECTOR OF .. 98
xiii
APPENDIX V: DOCUMENT ANALYSIS FORM ........................................................101
APPENDIX VI: UNIVERSITY AUTHORIZATION LETTER ....................................102
APPENDIX VII: MINISTRY OF EDUCATION RESEARCH AUTHORIZATION ..103
APPENDIX VIII: RESEARCH PERMIT ......................................................................104
xiv
LIST OF ABBREVIATIONS
Sch – School
Trs – Teachers
Re - Reliability
HT – Head teacher
xv
LIST OF ACRONYMS
KCPE -Kenya Certificate of Primary Education (Exam done by learners at the end of
Std 8).
KEMI -Kenya Education Management Institute
QUASO -Quality Assurance and Standards Officers
NSC -Nambale sub-county
TSC - Teachers Service Commission
KNEC - Kenya National Examinations Council
SDE - Sub-county Director of Education
SPSS - Statistical package for social sciences
USA - United States of America
BOM - Board of Management
FPE - Free Primary Education
SWOT - Strengths, Weaknesses, opportunities and Threats
MOE - Ministry of Education
1
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Many head teachers are at the core of criticism every time the school performs poorly. Daft
(2005) notes that strategic leadership is a critical aspect of success. Robert (2000) notes that
“Leadership” is a key variable that affects academic achievement. Studies conducted in
U.S.A by Marvel and Morton (2006) identified the head teacher as the single most influential
person in a school set up. Nalemo (2002) assert that problems in teacher management are the
major source of poor academic performance in Nigeria. In Uganda, Nsubuga (2009) confirms
that head teachers who used collaborative leadership produced the best results. Nsubuga
(2009) concurs with Ngugi (2006) by observing that head teachers who used collaborative
leadership posted high exam results than directive leaders.
Anderson and Seashore (2004) argue that head teachers are responsible for the academic
success of a school. They shape the vision for academic success of all learners. Daft (2005)
believe that head teachers create a sense of purpose and direction, which guides strategy
formulation and implementation within a school. Rowe (2001) avers that strategic leadership
focuses on the specific activities and behaviors of head teachers that can improve the success
of the school. The head teacher is the decision maker, a leader and the central focus around
which many aspects of the school revolve and is the person in charge of every detail in the
running of the school; academic or administrative (Sushila, 2004). KCPE performance in
Kenya has been on the decline. The head teachers have attributed this to challenges in
leadership.
2
Strategic head teachers set up a framework of where the school needs to be in the future by
translating the moral purpose and vision into reality. They set the direction of the school
through SWOT-analysis. They translate strategy into action. Davies (2002) developed the
ABCD approach of translating strategy into action. He recommended articulation of the
strategy through strategic meetings and to build visions through shared experiences and
realize the shortcomings in the current way of working and the need for improvement.
Creation of the mental map of the future is done through dialogue. Davies (2002) says that
strategic head teachers develop a strategic perspective of what the school might become. They
develop a strategic cause in which individuals are motivated to contribute to improve their
commitment and effort (Gratton, 2000). Boisot (1998) states that strategic head teachers build
capability in the school through strategic conversation and enhanced participation of the
human capital.
Boiset (1998) is of the idea that strategic change is critical to the success of the school. He
stresses that the head teacher should be able to do the right timing as to when to implement
the change and the process of implementation. That is, balancing when the individuals in the
school are ready for change and when the school needs the change. Kaplan and Norton (2001)
assert that strategic timing is important. It can make or break a school. Wrong strategic timing
results into devastating effects on the school. Strategic head teachers develop strategic
capabilities in order to develop and sustain the school for the long term. Davies (2004) argues
that the challenge is how to continue with the necessary short-term improvements in
standards, while at the same time, developing a commitment to the long term. A strategic
head teacher determines how and why the school should follow a certain administrative
direction. He/she understands a strategy before developing it in the school. Rowe (2001)
assert that strategic head teachers challenge ideas and processes to seek better ideas and
processes. They acknowledge the shortcomings within the school and turn them into
3
something positive. They develop theoretical models to support strategic developments and
share the model with others in the school. They initiate new ways of thinking and uses new
ideas to challenge their teachers to think in different ways. Davies (2004) asserts that the head
teacher should provide a strong leadership for effective academic performance. He sets the
culture of the school characterized by strong administrative leadership, up to date network of
communication, high expectations for students, and disciplined school community. He/she is
the supervisor of the school programs and bears the responsibility for the overall school
performance. He oversees the implementation of the school curriculum, school finances, and
school resources and maintains good public relations between the school and stakeholders
(Okumbe, 1999). The head teacher implements government policies in the school. He is the
agent of the government.
Leadership is an important element in the running of the school. Different strategic leadership
approaches are employed in schools depending on the situational factors and the environment.
Some of the strategic leadership approaches used include Collaborative, Directive and
Delegation. Collaborative approach enhances academic performance and the performance of
the school as a whole. It promotes co-operation among the students, teachers, head teacher
and support staff as their views are valued and used. It also creates harmony and unity among
the staff, as they will have shared values and views. As a result, the teachers, students and
support staff will have respect for the head teacher. The staff will accept responsibility
without being coerced. The members of staff will develop initiative and creativity. Directive
approach will ensure that urgent decisions are reached at quickly. Thus, it saves time, as there
are no discussions involved. Though performance is determined by many factors, head
teachers‟ strategic leadership plays a significant role in its quality. Dean (1995) established
that head teachers‟ strategic leadership approach have a significant input in pupils‟
4
achievement in national examinations. In Nambale, pupils‟ performance in KCPE has been
declining since 2011 as shown in the table below:
Table 1: KCPE Mean Score for Nambale Sub-County for 2011-2014
YEAR MEAN SCORE DEVIATION
2011 278.32 N/A
2012 274.60 -3.72
2013 272.40 -2.20
2014 271.10 -1.30
The trend in the decline of KCPE performance in Nambale sub-county has worried key
stakeholders in Education in Nambale sub-county. Parents, MOE and TSC have all attributed
the decline to lack of proper strategic leadership by the head teacher. In the year 2014,
Nambale Sub County presented 2352 candidates in KCPE ( SDE Nambale,2014). Out of this,
only 72 candidates were admitted in national secondary schools. This represented 3% of the
total population. This dismal performance has been linked to lack of head teachers‟ strategic
leadership (SDE Nambale, 2014). This study therefore sought to find out the effects of head
teachers‟ strategic leadership on pupils‟ KCPE performance in public primary schools within
Nambale Sub-County.
1.2 Statement of the problem
Education is geared towards preparing students for academic achievement. Kenya‟s education
system is examination oriented and stakeholders in education evaluate it in terms of the
5
number of students passing the national examinations (Boisot, 2003). Rowe (2001) notes that
management of schools directly affects the student‟s academic performance. Despite the fact
that Nambale Sub-County receives the FPE funding from the Ministry of Education and is
well staffed by teachers, KCPE performance has been declining for the last four years. The
trend is worrying to education stakeholders as to what might be the cause of the deteriorating
academic performance.
Kenya has invested heavily in Education through the FPE program and management of these
resources is crucial towards good academic achievement. Seashore and Leithwood (2010)
point out that head teachers‟ management practices is a key to success. The government of
Kenya has embarked on the program of training all head teachers in Kenya in Education
Management through KEMI because she notes the important role that head teachers need to
undertake (MOE, 2012). Many schools have continued to perform poorly despite change of
guard in leadership in these schools. This has provoked the researcher to wish to find out the
reasons behind the scenario. This is also contrary to other schools that have either improved
or dropped in academic achievement due to transfer of head teachers in these schools. The
quality of education that is offered by any school is determined by the academic performance
of pupils in national examinations and the head teacher is core to this performance.
1.3 Purpose of the study
The purpose of this study was to find out the influence of head teachers‟ strategic leadership
on KCPE performance in public primary schools in Nambale sub-county, Busia county of
Kenya
1.4 Objectives of the Study
The study was guided by the following objectives:-
6
To identify strategic leadership approaches used by head teachers in public primary schools in
Nambale sub-county.
To find out teachers‟ perceptions about head teachers‟ strategic leadership in public primary
schools in Nambale sub-county.
To identify the extent to which head teachers involve teachers in decision-making process in
public primary schools in Nambale sub-county.
To examine how strategic leadership approaches used by head teachers in public primary
schools influence KCPE performance in Nambale sub-county.
1.5 Research Questions of study
The study sought to answer the following questions:-
What strategic leadership approaches do head teachers in public primary schools in Nambale
sub-county use?
How do teachers‟ perceptions about head teachers‟ strategic leadership approaches in public
primary schools influence academic performance in Nambale sub-county?
To what extent do head teachers‟ involvement of teachers in decision-making process
influence performance in public primary schools in Nambale sub-county?
How do the head teachers‟ strategic leadership approaches influence KCPE performance in
public primary schools in Nambale sub-county?
1.6 Significance of the study
This study was necessitated by the fact that Nambale Sub County had continued to deteriorate
in KCPE performance in public primary schools in spite of balanced staffing of teachers in
7
schools and government funding through the FPE program. The KCPE performance had been
on the downward trend for the last four years. The situation was worrying, as this affected
negatively the development of the community. The study findings would enable head teachers
to re-evaluate their strategic leadership approaches to enhance pupils‟ performance in KCPE.
Various players in the education sector would also be able to strengthen their monitoring and
evaluation strategies by improving on the indicators and the vigilance. The development
partners supporting schools in the region would be in position to identify training needs for
head teachers and re-focus their strategies.
The study would also provide a basis for further research on the best strategic leadership
approaches that head teachers could use in public primary schools for improved KCPE
performance. The school administrators would also benefit from the study, as they are core to
academic performance of students. The study would also be useful to policy makers and the
Ministry of Education. Curriculum developers will also acquire new knowledge on effective
strategic leadership approaches and amalgamate them in teacher-education curriculum to
prepare teachers for the best strategic leadership approaches. The study would ensure order
and harmony in schools, as the students will do well in their national examinations due to
good leadership. The parents and other key stakeholders will as a result offer support to the
schools. The study would form a basis of future researchers on the effects of strategic
leadership approaches on academic performance.
1.7 Assumptions of the study
The study was based on the following assumptions:-
i. Sampled schools had the required number of teachers
ii. The respondents were honest and gave true perceptions of things as they were on the ground.
iii. All the head teachers had the required training and experience in management
8
iv. Marks obtained from schools were reliable and valid measures of academic achievement.
1.8 Scope of the study
According to Best and Kahn (2005), scope refers to the boundaries of the study in terms of
content, methodology, geographical coverage and time. The research was confined to effects
of head teacher‟s strategic leadership on pupils‟ KCPE performance in public primary schools
within Nambale sub-county. The research was carried out between October 2015 and October
2016. The sample size used in the study was 21 headteachers and 84 teachers.
1.9 Limitations of the study
The study encountered the following limitations: Some respondents were not free in giving
information for fear of victimization by the school authority. To overcome this, the researcher
assured them of confidentiality. They were not required to write their names on the
questionnaires. Some head teachers were not available for interview. The researcher left
questionnaires for such head teachers that were then collected later.
1.10 Conceptual Framework
A conceptual framework is a diagrammatic representation showing the relationship between
variables in a study (Mutai, 2000). It brings about order, unity and relationship between
variables. A conceptual framework simplifies the relationship of variables in the study. The
conceptual framework in this study was based on the effects of head teachers‟ strategic
leadership approaches on pupils‟ KCPE performance. The independent variable was the head
teachers‟ strategic leadership approaches. The dependent variable was pupils‟ KCPE
performance. However, the dependent variable was influenced by the intervening variables,
which included family background, environment and entry behavior. The intervening
variables altered the way independent variable affected the dependent variable.
9
Conceptual Framework
Independent Variable
Dependent Variable
Intervening Variable
Figure 1 Conceptual Framework
Source: Researcher’s (2016)
Head teacher’ Strategic leadership
approaches
Collaboration
Delegation
Strategic planning
Emergent strategy
Entrepreneurship
Strategic intent
(KCPE Performance)
High meanscores
Low meanscores
Teachers’ Perceptions about head
teachers’ strategic leadership
Direction setting
Translating strategy to action
Aligning organization to
strategy
Determining interventions
Involvement of teachers in Decision-
making
Forming vision
Setting objectives
Formulating strategy
Strategy implementation
Performance evaluation
Forming vision
Setting objectives
Formulating strategy
Strategy implementation
Performance evaluation
Family background
Environment
Entry behavior
10
1.11 Definition of Key Terms
Academic performance: Refers to KCPE outcomes in national examinations
Academic qualification- Educational standards achieved.
Head teacher: A school administrator responsible for coordinating, directing, planning day-
to-day operations of the school.
KCPE performance- Used here to refer to the outcomes in the Kenya primary examination
by STD 8 pupils.
Leadership: Used here to mean act of influencing teachers to teach pupils to achieve high
KCPE performance.
Leadership skills- Manner in which the leaders in schools are dealing with the staff and
learners in motivating and decision-making.
School: Used here to refer to primary schools.
Strategic leadership: Used here to refer to the ability of the head teacher to influence the
members of the school community to achieve the set objectives.
Strategic leadership approaches: Used here to refer to techniques used by school
administrators to influence the school community to achieve the desired goals.
Strategy: Refers to a process of both looking forward to a new way of operating for the
school and of developing the means of planning a journey to get there.
Teacher: Used here to mean primary school teacher.
Type of school: Refers to sex composition of pupils, whether the school was single sex or
Mixed school.
11
CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction
This chapter gives a review of literature related to influence of the head teachers‟ strategic
leadership approaches on academic performance. It particularly focuses on head teachers‟
strategic leadership approaches and examines how they influence academic performance. It
will also establish teachers‟ perception about the head teachers‟ strategic leadership
approaches and identify the extent to which head teachers involve teachers in decision-
making.
In this chapter, the researcher reviewed literature related to influence of head teachers‟
strategic leadership on academic performance. The review is conceptualized under the
objectives of the study and focuses mainly on Strategic leadership and its influence on
academic performance, perception of teachers on this strategic leadership and the involvement
of teachers in decision-making. Rowe (2001) gives a definition of strategic leadership as „the
ability to influence others to voluntarily make day-to-day decisions that enhance the long term
viability of the organization, while at the same time maintaining its short-term financial
stability. Strategic leadership is the ability to anticipate, envision, maintain flexibility and
empower others to create strategic change as necessary. It entails motivating others to do
more than is expected, continuously enriching their capabilities, and placing the interests of
the organization above their own. It requires accepting an increasingly greater amount of
change in an uncertain environment.
Strategic leadership involves visionary leadership that emphasizes investing in the future and
managerial leadership, which emphasizes preserving the existing order. Rowe (2001) believes
12
that strategic leaders have strong positive expectations of the performance they expect from
their superiors, peers, subordinates and themselves. As such, strategic leaders mentor their
members to continue to have strategic leadership in the long-term. They do not spend much
time on monitoring and controlling employees (Boal&Hooijberg, 2000).Leadership is a
process of social influence, which maximizes the effects of others, towards the achievement
of a goal.
Leadership is a process where an individual influences a group of individuals to achieve a
common goal. Strategic leadership is inspiring others to pursue your vision. The studies of
leadership at Lowa, Ohio state and Michigan universities in 1945 led to several theoretical
bases for leadership studies. They include trait, contingency, situational, great man,
transactional and transformational theories. (Okumbe, 1999). The trait theory believes that
people either are born or made with certain qualities that will make them excel in leadership
roles. For example, intelligence, sense of responsibility and creativity are in-born values in a
person that makes him/her a good leader. The contingency theory supports that strategic
leadership is based on situations, which signifies that leaders perform differently in various
situations. This theory advocates the combination of both trait and situational theories for
maximum performance. Head teachers uses contingency theory of leadership to enhance
student‟s academic performance (Sagimo, 2002).
Situational theory on leadership holds that a leader‟s style of leadership depends on the
situation. The head teacher is supposed to use strategic leadership approach relevant to the
prevailing situation (Okumbe, 1999).Transactional theories focus on the relationship
prevailing between the leader and the followers. Humans seek to maximize pleasurable
experiences and diminish unpleasurable experiences. This theory asserts that the head teacher
as a leader must find means to reward or punish. The transactional leadership theory states
13
that the interaction between the leader and the subordinates creates a solid relationship that
results in trust hence increase of motivation (Okumbe, 1999).
The theoretical basis for this study is derived from contingency theory of leadership, which
was the propelling force in looking at leadership with a focus on situational variables that
influence leadership roles, skills and behavior. Its founder, Fred Fiedler argued that group
performance or effectiveness is dependent upon interaction of strategic leadership approach
and the amount of control that the supervisor has over the situation. This situation is
characterized by the degree to which the leader is accepted and supported by the group
members. According to Okumbe (1998), Fiedler‟s contingency theory of leadership advocates
for the use of the suitable style of leadership for a certain situation. Leadership effectiveness
in an organization is based on the relationship between the leader‟s underlying traits and the
situation. The leader delegates responsibility to skilled and experienced personnel leading to
the best results in academic performance.
Strategic head teachers should emphasize the use of ethical practices such as trust, honesty,
faithfulness, transparency and integrity to inspire their employees and create a school culture
that embraces good academic performance. Strategic head teachers have the responsibility to
influence the members of the school to embrace a culture of hard work and excellence in
academic performance.
Davies (2004) says that the head teacher is responsible for the assignment of tasks and duties
to the staff and ensuring that each person performs his or her duties as required. He is also
accountable to the community and the government. He is accountable for the resources that
the government and the community provide to the school (Davies 2004). The head teacher is
an example to the teachers, subordinate members of the staff and students. He is expected to
have good morals and integrity. The government of Kenya has embarked on the programme
14
of training all head teachers in Kenya in Diploma in Education Management by KEMI
because of the important role that head teachers play (MOE, 2012).
2.2 Strategic Leadership approaches
Rowe (2001) defines strategic leadership as the specific activities and behaviors of leaders
that can improve the success of the organization. Rowe (2001) concurs with Okumbe (1999)
that leadership behavior is a particular act in which a leader engages in his workstation as he
plans, directs, coordinates and controls the work of his group members. This is in consensus
with Davies (2004) who notes that strategic leadership is the underlying needs structure of the
individual that determines his behavior in various leadership situations. These definitions
agree that strategic leadership style is the application of a behavior in providing direction,
implementing plans and motivating people. However, they ignore the fact that strategic
leadership involves building relationships using personal traits. They also fail to address the
dimensions of the leadership behavior that are considered useful ingredients of leadership.
Initiating structure and consideration are fundamental dimensions of leader behavior.
Initiating structure deals with the relationship between the leader and subordinates and at the
same time establishing defined patterns of organization. Consideration includes leader
behavior that indicates friendship and trust between the leader and members of the work
group (Luthan 2002; Wayne, 2008). According to Rowe (2001), Strategic leadership is a
particular behavior applied by a leader to motivate his/her subordinates. The definition of
strategic leadership adopted for this study was derived from Rosenholtz (1985) who said that
strategic leadership involved an inter-relationship among the elements namely, the qualities,
skills and needs of the leader, the needs and expectations of the group and the demands or
requirements of the situation.
15
This definition was considered appropriate because strategic leadership is relationship
building. According to Oluremi (2013) Strategic leadership can be regarded as the manner
and approval of providing direction, implementing plans and motivating people. Strategic
leadership also refers to the underlying needs of the leader that motivate his behavior. For the
purpose of this study, strategic leadership was defined as the application of a behavior to
influence others to reach the desired objectives in a school through relationship building.
Some of the strategic leadership approaches used by leaders include collaborative, directive
and delegation.
Education in the USA focuses on the achievements of students. Several legislative acts have
forced educators to focus on learning strategies that will increase student achievement
(Unpublished dissertation Richard 2010 University of Nairobi). Nsubuga (2009) concurs that
Uganda has embraced the use of collaborative approach of leadership for the best results. The
formal Education System in Kenya dates back to colonial rule by European missionaries
when education was based on British content, practice and ethos.
The head teachers of schools were missionaries who practiced racial discrimination against
Africans and had no understanding and respect for the African culture. After independence in
1963, the Africans took over the management of schools. Since then, school managers have
had many management challenges among them poor performance in national examinations
and Nambale sub county has not been an exception.
Many researchers have come up with different leadership style models. They include Lewin,
Tennebaum and Schmitt. Lewin (2008) established three major styles of strategic leadership
as directive, collaborative and delegation leadership approaches. Oluremi (2013) asserts that a
good leader uses all the three approaches, with one of them normally dominant while bad
16
leaders tend to stick with one approach. Lewin‟s study found out that collaborative leadership
was generally the most effective.
2.2.1 Collaborative Leadership approach
Decisions are made through consultations with the stakeholders. Individual views are
recognized and valued. Communication is multi-directional (Heenan&Bennis, 1999). Davies
(2004) discovered that collaborative style of leadership produced higher test scores than
directive or delegation style in high schools in Memphis, Tennese.However, Nsubuga (2009)
asserts that collaborative leadership was the best and widely used in Uganda. Ngugi (2006)
observed that better examination results were realized in schools where head teachers used
collaborative leadership approach. This contradicts with Davies (2004) who stated that good
academic performance was exhibited by schools whose head teachers combined directive and
collaborative leadership. The researcher therefore wishes to find out whether a particular
strategic leadership approach results in improved academic performance.
The Kenyan system of education is examination oriented and good performance in KCPE
guarantees a pupil the type of secondary school he/she will join. More so, head teachers are
praised or blamed depending on the school‟s KCPE performance. According to Leithwood
(2005), the collaborative head teacher allows participatory communication using open forums
like staff meetings. Advantages of collaborative leadership include freedom to exercise
responsibility, high morale among workers, and flexibility in organizations among others.
However, decision-making takes a long time through consultative meetings. Nalemo (2002)
observed that people are lead best by using consultative styles that accommodate divergent
views of others, as they share experiences and participate in decision-making.
Collaborative leadership results in high employee productivity. Achieng (2000) notes that
collaborative head teachers had high mean scores than head teachers who used direct
17
leadership approach. The findings concur with Kimacia (2007) who observes that there is a
relationship between head teachers strategic leadership styles and academic achievement.
Vain (2000) emphasized that a collaborative leader does not normally take arbitrary orders
and decisions as he regards the subject as a partner in progress. He is sensitive to the needs of
the subjects and strives to motivate them. Kojo (2001) concluded that in conflict management
and resolution, the collaborative leader would usually employ wide consultation, dialogue,
persuasion and compromise to reach the desired objective.
2.2.2 Delegation as a leadership approach
This is the grant of authority by one party (the delegator) to another party (the delegatee) for
agreed purpose. The head teacher should let go some of his/her roles by delegating them to
the members of staff by starting with developing a priority system of tasks. Establishing a
firm priority system helps the head teacher understand the nature of the tasks and delegate
them efficiently. The abilities of the staff should be considered during delegation of
responsibilities. Delegation is key to maximizing performance. The leader transfers his
authority to someone implementing the decision (Mbiti, 1997:33). The members of staff are
answerable to the head teacher. This method raises the employee productivity and satisfaction
as self-esteem will be enhanced.
2.2.3 Strategic planning approach in leadership
Boisot (2003) identified four approaches to strategy as strategic planning, emergent strategy,
entrepreneurship or decentralized strategy and strategic intent. Strategic planning is an
approach whereby objectives are achieved by undertaking a predetermined number of steps
and activities. That is, you know where you want to go, how to get there and how to recognize
it when you have arrived. It involves detailed written plans. A strategic leader considers the
ideas and opinions of workers but makes the final decision (Nzuve, 1999). The head teacher
18
allows the staff to participate in decision making within the framework of the vision, mission
and objectives of the school. The morale of workers will be high since they feel valued and
recognized. This leads to high academic performance. Kent (1999) observes that strategic
leaders involve workers in making policies thus the workers‟ rights are respected. As a result,
there is collaborative working leading to success in academic achievement. Although
decision-making process takes a longer time, the members own the decision once arrived at.
The decision is binding to all members as they feel to be owners of the decision. Ideas are
exchanged between the employee and the leader (Heenan&Bennis, 1999).
2.2.4 Emergent strategy in leadership
In emergent strategy, one learns from the current activities. This is the response given to new
challenges and it builds into a strategic framework for future action as the school replicates
the successful activities and shuns the less successful ones. The head teacher evaluates the
current academic performance and then forms a team that will strategize how to overcome the
challenges (Nzuve,1999). Because of teamwork, the teachers will be intrinsically motivated to
work since they will own up the decisions and policies made. This will determine the
academic performance.
2.2.5 Entrepreneurship
Entrepreneurship arises as the school finds it challenging to cope up with the detail of a
strategic direction and plan in a complex ever-changing direction. As a result, the head
teacher lays down core values and strategic directions but allows various departments in the
school to work out the details of the strategy (Boisot, 2003).This is a leadership approach
where the leader shares or transfers part of his/her authority to his/her subordinates to work
within the limits of authority given (Nzuve, 1999). The leader delegates and keeps watch on
the activities of the group. In this type of leadership, the objectives of the school are met thus
19
leading to high academic performance. However, if not monitored, the delegatee may not do
exactly what the delegator wished to be done. Some lazy members of the staff will take
advantage and engage in their own activities rather than teaching and preparing students for
the examinations (Veccio, 1998). Okumbe (1998) notes that employees are motivated and
decisions are easily accepted when the leader displays trust. The head teacher has to trust
his/her teammates to execute the tasks effectively. Monitoring is important to prevent the
breaks in communication or understanding.
2.2.6 Strategic intent
Strategic intent is where the school sets out strategic goals (Davies & Ellison, 2003). Minimal
learning takes place in schools that lack strategic goals as this will be characterized by
indiscipline, student strikes, inadequate curriculum coverage, absenteeism and confusion
(Okumbe 1998). Lack of strategic goals will lead to delinquent behavior among students and
failure in national examinations (Njiru, 1999).
Strategic head teachers have a clear vision and know where the school is going. They hire
impassioned and organized employees who are committed to their work. They identify
emerging issues and deals with them accordingly. They set clear strategies that give the
subordinates, pupils and teachers‟ confidence in the operations of the school (Veccio, 1998).
Brenda (2011) asserts that strategic head teachers cultivate a range of partnerships particularly
with parents, government agencies and the business community to support pupil learning and
progress. These head teachers have a high intelligence and interpersonal skills to influence the
staff and other key stakeholders. Strategic leadership focuses on the specific activities and
behaviors of head teachers that can improve the success of the school (Rowe, 2001). This
perspective argues that in an ever-changing complex environment, strategic head teachers
may be a source of competitive advantage. Davies (2004) asserts that strategic head teachers
20
develop their organizational knowledge based on their understanding of student data-
analyzing outcome data in the spring to allocate resources and plan for the upcoming school
events. They do not interrupt the school routine unnecessarily.
2.3 Teachers’ Perceptions about Head teachers’ Strategic Leadership
Leadership involves altering the agenda so that new priorities get enough attention. It is being
visible when things are going wrong and invisible when they are working well. According to
Muli (2005), strategic leadership is the lifting of a man‟s vision to higher sights.
All over the world, head teachers are under pressure to perform. Accountability for results is
driving school reform in the United States (Cotton, 2003). James S. Coleman created this
movement in response to the 1966 Coleman report (Coleman, 2005) that investigated equality
of educational opportunities. The report revealed that family and peer influences determined
school performance.
In 1981, secretary of Education Bell T.N. in America created the National Commission on
Excellence in Education because of widespread public perception that the nation‟s educational
system was not moving in the right direction. The curriculum was modified to march
American students with the rest of the world. The No Child Left Behind (NCLB) Act (2002)
allowed individual states to individually handle challenges of higher Education. The concept
of head teachers‟ strategic leadership in Nigerian secondary schools is the yardstick of
measuring the overall effectiveness of the school as spelt out in the National policy on
Education. In Nigeria, principals‟ strategic leadership is evaluated in relation to quantifiable
measure of outcomes in the Junior secondary school examinations (JSSCE) or Senior
secondary school examinations (SSSCE) (Pounder, J.S 2006).
In Virginia, Mark R. Warner initiated the Virginia School Turnaround Specialist Program
(VVSTSP) in 2004 by a group of faculty members from the Darden Graduate School of
21
Business and the Curry School of Education at the University of Virginia to assist low-
performing schools in the commonwealth of Virginia. Teachers will perform better when they
notice that their leader is professionally supporting them (Barnett, Craven, & Marsh, 2005).
Leaders who support their teachers develop in them self-esteem which go a long way to
commitment of their duty. Any quality leadership must seek to increase teacher capacity for
increased student achievement created by the 2001 No Child Left Behind Act (2005).
Research literature creates a knowledge gap on teachers‟ perception of their head teacher‟s
strategic leadership and how it affects academic achievement (Hallinger& Beck, 1998).
Few existing research studies link strategic leadership decisions with teachers and pupils‟
achievement. The current studies fail to concentrate on teacher-focused leadership styles that
have an influence on students‟ achievement through capacity building in school. This study
will focus on the head teachers‟ strategic leadership as perceived by teachers on student
achievement. The head teacher must develop and model teacher capacity towards greater
academic achievement. Strategic head teachers select leadership styles that will yield
optimum academic results through influencing school capacity.
2.3.1 Direction setting
This refers to a framework of where the school needs to be in the future. Strategic head
teachers translate the vision into reality. The vision is a direction to where the school wants to
be in the future. They involve teachers in direction setting by building a team (Barnett, Marsh
& Craven, 2005). The moral purpose of the school is accomplished through teamwork
(Avolio& Bass, 2005). As a result, teachers feel motivated. They create a warm working
relationship among the employees. Avolio (2003) concludes that teachers respond most
favorably to the head teacher‟s personalized attention to the running of the school. Head
22
teachers build teacher capacity by involving teachers in school improvement decisions (Marks
& Louis, 1999).
2.3.2 Translating strategy into action
Head teachers translate strategy into action through strategy meetings separate from the cycle
of operational meetings. Davies (2002) developed ABCD approach of translating strategy
intoaction as shown in figure 1.2 below:
Articulate 1 Strategy
Build 2 Images, Metaphors and Experiences
Create 3 Dialogues (conversations), Shared understanding, cognitive map
Define 4 Strategic perspective, outcome orientation and Formal plans
Figure 2: ABCD approach of translating strategy into action.
Teachers perceive strategic head teachers as followers of Davies‟ ABCD approach.
Articulation of strategy involves the way the leader communicates through strategic
conversations or formal plans and statements through strategy meetings. Teachers show
commitment when the head teachers build images through staff meetings of what the new
way would look like. This is done by showing that the current way is inadequate hence the
need to be improved. The cognitive map of the future should be created through discussions.
Teachers should be motivated to participate to understand the need for change. The head
teacher should define the desired outcomes and how to achieve those outcomes (Avolio,
2003). However, Barnett, et al (2005) report that teachers‟ perception of the leader‟s strategic
leadership is based on the leader‟s individualized considerations and not the leader‟s visionary
directives.
23
2.3.3 Aligning the people and the school to the strategy
Studies by Gratton (2000) revealed that teachers perceived strategic head teachers as
developers of a strategic cause in which individuals are motivated to contribute to improve
their commitment and effort. The teachers are motivated since their views are consulted.
Damar&Kamile (2008) avers that principals who actively listened to their followers to get
different perspectives of school improvement were significantly more successful due to
collaboration. Damir and Kamile (2008) collected data from 218 teachers in Edime, Turkey.
Davies (2002) says that people and the organization are aligned to the strategy through
discussions about holistic whole-school issues.
2.3.4 Determining effective interventions
Strategic change is critical to the success of the school. The head teacher should identify the
proper timing to implement change. Wrong timing causes discontentment among the school
workers hence divisions and therefore realizing the strategy will be impossible. Teachers
perceive strategic head teachers as those who are able to identify the need for change, when
the school needs the change, when the stakeholders are ready for change, when the external
constraints force the change and what need to be abandoned to undertake the new activity
(Kaplan and Norton, 2001).Some activities are abandoned because they have become less
significant in comparison to new factors.
2.4 Teachers’ involvement in decision-making
Decision-making is the heart of administrative process and leadership in schools. Okumbe
(1998) defines decision making as a process of specifying the nature of particular problem
and selecting among available alternatives in order to solve the problem. This definition
implies that the problem precedes any decision and that there must be a number of alternative
courses of action from which an optimum course will be selected. Rowe (2001) defines
24
decision-making as a process that involves identifying and selecting a course of action to deal
with a specific problem. Glew et al. (1995) defined participative decision making as a higher-
level individual‟s effort to provide those at the lower level with a greater voice in
organizational performance while Davies (2004) defines participative decision making as
soliciting employee‟s idea for turning the situation in an organization around. Rowe (2001)
defines teacher empowerment as the power or opportunity that teachers ought to have.
UNESCO (2005) states that without the participation of teachers, changes in education are
impossible.
Educational management in the world has changed significantly under a wave of educational
reforms towards school-based management in North America, Britain and Australia (Johnson
& Short, 1998; Caldwell, 1995 and Caldwell & Spinks, 1998). These reforms have shifted
school management from the central authority to head teachers and teachers with the aim of
improving the quality of Education. Mulford (2000) avers that teacher involvement in
decision making increased performance of the school. However, Davies (2004) did not
support this and maintained that any differences are at the margin. This discrepancy merits
research. Dimmock (1995) observed that teachers in Nigeria expressed a desire for more
involvement in decision-making process irrespective of age, experience and qualifications.
Kenya has supported involvement of teachers in decision making through the administration
component in the teacher education curriculum. Teachers feel ownership and commitment
when involved in decision-making process.
Mulford (2000) had a view that participative decision making was motivational to participants
as it encouraged teachers to assume a greater responsibility for what happened in a school,
thus increasing teachers‟ ownership of change, giving teachers a voice in school policy and
making better use of professional expertise.
25
Davies (2004) found that shared decision-making led to increased job satisfaction and
commitment. This only held to announce what school heads want as there are no discussions
to hear the views of other teachers facilitating the necessity for the study, which ended up
dividing the parents into two fighting camps with one supporting the teachers, and the other
supporting the head teacher. Despite the major investment in Education sector, public schools
in Kenya have continued to perform dismally. Head teachers seldom involve teachers in
decision making particularly in the area of academic achievement. Drucker in Owens (1995)
identifies steps involved in decision making as follows: Definition of the problem, analysis of
the problem, developing alternative solutions, deciding on the best alternative and converting
decision into effective actions.
Drucker however fails to note that someone must facilitate these stages. A number of theories
have been advanced to explain decision-making, school administration and management.
Such theories include the rational theory and the science of muddling through
(Bowora&Mpofu, 1995). These theories address the issue of how managers and
administrators make decisions in organizations. Bowora and Mpofu (1995) further note that in
school the authority to make decisions is invested in committees, heads of departments and
review panels thus bringing in the notation of shared decision making in schools. Okumbe
(1998) concur that involvement of subordinates in decision making increases productivity and
reduces resistance to change. Zvobgo (1997) supports this.
Katznmeyer and Moller (1996) contend that school principals are responsible for striving to
make school a work place in which teachers have autonomy to make decisions about their
work. Thus, the study aims at examining the extent to which teachers are involved in
decision-making process. Most of the studies conducted in Kenya failed to consider the role
of head teacher in creating a conducive atmosphere for teachers‟ participation in decision-
making. Their study however did not consider the role of head teachers in involving teachers
26
in the decision-making and that teachers‟ attitude to get involved in decision-making was
negative. They did not explain what caused the negative attitude. School principals are
responsible for encouraging teachers‟ involvement in different areas of decision-making.
2.4.1 Forming Vision
A vision is a clear and realistic statement about why the school exists and its uniqueness. It
helps the stakeholders to formulate and execute strategies for an organization. The head
teacher should facilitate forming a strategic vision of where the school is headed. Principals
who set a school culture of involving teachers in decision making builds leadership capacity
among the staff resulting into better academic achievement by the students (Williams, 2006).
Quality leadership demands that the school leader exhibits traits that include good
communication and teachers‟ and pupils‟ involvement in order to raise academic performance
(Bruner, 1997). In order to raise performance, the head teacher should develop a culture of co-
working with teachers in setting the goals and action plans. Studies have shown that teachers
achieve the school objectives when they are appreciated, honored, supported and supervised
(Rice &Roelike, 2008). Generally, teachers meet leadership expectations when they perceive
that they work in a culture of support and value.
2.4.2 Setting objectives
This involves converting the strategic vision into specific performance outcomes for the
school to achieve. Consulting teachers on school issues impacts positively on student
learning. The directorate at the center for Teacher Leadership at Virginia Commonwealth at
the University school of Education embraced consultation in making important decisions.
Camecho and Eilers (2007) suggested that teachers perceive their leaders as supportive when
they are given opportunities to collaborate and contribute towards the objectives of the school.
27
On the other hand, teachers who viewed administration as abusive had a low overall
involvement in collaborative opportunities (Blasé & Blasé, 2002).
In Australia, a study by the SELF-Research centre in Sydney surveyed 458 secondary school
teachers and 49 principals in 52 schools throughout the New South Wales. It determined
principal leadership styles and self-efficacy. The researchers found out that teachers admire
principals who affirms their belief system, supports them professionally and acknowledges
their contributions (Barnett, Craven & Marsh, 2005). The teachers expressed their displeasure
on extrinsic factors such as increased workload and low public views of the education sector.
Koford et al. (2008) concur with Barnett et al (2005) that good leadership supports the
acknowledgement of teacher opinions and allows teachers to be involved in the decisions that
affect their profession.
2.4.3 Formulating strategy
Effective head teachers design the strategy to achieve the desired outcomes. The role of the
teacher is very significant in formulating the strategy that will improve the academic
performance of students. To facilitate this, there has been the global trend of educational
reforms like school restructuring in the US (Cheung &Kan, 2009). The reforms included local
school management and teacher empowerment programs. Teachers were to be involved in
decision-making and empowered with professional knowledge. This contributed to positive
student learning outcome (Davies, 2004). Other scholars that have reinforced the need for
teacher involvement in decision-making include Hansson and Gamage (2008) and Caldwell
(2004).
According to Caldwell and Spinks (2002), teacher empowerment derived from authority and
expertise. Authority meant that school BOMs shared with teachers while expertise dealt with
teachers‟ acquisition of professional knowledge and skill about decision-making. Wilson and
28
Coolicans (1996) agree with Caldwell and Spinks (1992) that authority and expertise are
major components in decision-making. As skilled experts, teachers have direct impact on
student learning outcomes (Gaziel, 2009). Therefore, their role in discussing academic
outcomes is necessary (Cheung & Cheng, 2002). Teachers who are empowered are committed
to schools (Caldwell, 2004; Wan, 2005 &Zajda, 2006).
2.4.4 Strategy Implementation
Teachers‟ involvement in decision-making would promote their commitment to the school
policies and increase their motivation to implement them as well. Teacher participation in
decision making encouraged ownership of the policies thus teachers became responsible for
decisions made by them and committed themselves to the complete them. Teachers‟
participation in discussing academic performance presented crucial information to the sources
of problems of schooling and how to improve the performance.
Teacher empowerment in decision-making provided practical solutions to poor academic
performance as teachers had access to the classroom realities. Teachers were the very ones
who taught and instructed students in the classroom and who were responsible for their
learning directly better than the administrators who plan for solutions out there without facing
the realities on the ground. Empowering teachers‟ accents, them to hold status quo with the
administrators and it will as a result contribute to enhancement of teacher commitment, the
improvement of quality of decision-making and the contribution of the school restructuring.
Johnson and Short (1998) were of the view that for teachers to be empowered, they needed
four basic elements comprising of power, knowledge, information and reward. They needed
to understand both the knowledge on school governance and the information about the
operation and outcome of school policies. Barnett (2005) adds that there is therefore need for
29
teachers‟ training about their participation in school budget, curriculum and staffing
decisions.
Davies (2004) avers that teachers needed to be in-serviced for the new roles of decision
making in order to change their beliefs and attitudes towards decision making as they had
traditionally regarded decision making to be the work for head teachers. Other teachers may
even complain of workload. Other limitations to teachers‟ decision making include political
pressure, the lack of time, the vagueness of shared decision making models and the discord
between teachers and administrators. Davies (2004) argue that teacher empowerment should
be taken into consideration in terms of suitability to a specific cultural context, whereby it
could authentically be put into practice rather than be a propaganda slogan in educational
reform. He also assumed that participative decision-making is likely to lead to job satisfaction
and better quality decisions.
Teachers‟ involvement in decision-making reduces workload upon the head teacher that could
have otherwise been left unattended to. Awotua-Efebo (1999) avers that lack of teachers‟
involvement leads to teachers‟ truancy, excessive excuses, abstention and complaints leading
to general ineffectiveness, inefficiency, low productivity and non-achievement of goals of the
school. Okoye (1999) has the view that workers should be involved in decisions that concern
them as it adds to the attractiveness of the school climate. He adds that openness and risk
taking encourages teachers to try new ideas and approaches. King and Newman (2001) agree
that schools in which teachers collaborate in problem solving to aid student success have a
great impact on student outcomes and how teachers meet student needs. A successful leader
creates a school culture where all stakeholders are involved in collaborative achievement of
school goals (Koford, Kreisler & Moss, 2008).
30
2.4.5 Performance evaluation
Evaluating performance and initiating corrective adjustments in vision, objectives and
strategy is vital to know if the school is heading in the right direction. Research studies
confirm that trust in teachers enhances the school‟s capacity to meet the needs of their
students‟ hence better academic performance (Kutsyuruba, Noonan & Walker, 2008).
Literature suggested that teachers perceive their leaders as supportive when they are given
opportunities to collaborate and evaluate themselves. Camacho and Eilers (2007) found links
between the principal‟s strategic leadership and the school‟s involvement in collaborative
learning.
Brenda (2011) in the unpublished dissertation on „Teachers‟ perception of their principal‟s
leadership style and the effects on student achievement in improving and non-improving
schools‟ states that a controversial finding from a quantitative mixed-methods study of 52
schools in Australia found out that a visionary leadership style of principals had no
statistically significant relation to building a positive school culture. Their results implied that
the vision of a principal is less significant than each teacher‟s opinion of their leader. The
authors found that teachers want a leader who validated their efforts and cared about them as
individuals. The teachers wanted their principal present and confident in decision making
when important issues arise (Barnett, Crave, & Marsh, 2002). Due to the diversity of views of
different scholars, the researcher wishes to ascertain teachers‟ involvement in decision-
making process in schools.
2.5 Effect of head teachers’ strategic leadership on academic performance.
There are a number of factors that affect the academic performance of learners, among them
strategic leadership of the head teacher. Internationally, head teachers are the chief executive
officers of schools. They determine the operations of the school and develop the objectives of
31
the school, which includes targets in academic achievement of the school. Research
conducted in USA revealed that a number of factors affect the academic performance of
learners, among them strategic leadership of the head teacher. A number of studies done in
several African countries concur with the research done in USA. Marzano et al. (2005)
reveals that the data for India and Chile showed that several factors including strategic
leadership of the leader accounts for more of the variance in test scores.
Research studies in Kenya reveal that strategic leadership plays a vital role in the academic
performance of pupils (Okumbe, 1998). School leadership is seen as the key to academic
improvement (Hargreaves & Fink, 2006). The head teachers design the leadership model of
the individual school and use their leadership skills to ensure that the academic objective of
the school is achieved through the proper organization of the school resources. Marzano et al.
(2005) report that strategic leadership has an average effect on academic performance.
However, Marzano work included only U.S studies that were unpublished U.S thesis that had
not been subjected to review and scrutiny.
A school culture that promotes learning and good academic performance is dependent on the
head teachers‟ strategic leadership (Goldring et al., 2006; Habegger, 2008). The head teacher
sets a culture that empowers and instills confidence in teaching, and setting standards for the
academic performance (Habegger, 2008). Head teachers‟ supervision is an administrative
strategy aimed at helping teachers to design effective teaching methods that will enable
students to perform highly in national exams (Okumbe, 1999). Finn (2002:1) maintains that
strategic leadership is an important element to any organization. More so, Hurley (2001:2)
holds that the head teacher is the answer to the general running of the school and academic
improvement. Effective leaders drive their organization towards success. Their strategic
leadership performance leads to the achievement of the organizational goals. According to
Davies (2004), the quality of strategic leadership in an organization affects to the large extent
32
the success or failure of that organization. Organizational leadership influences and motivates
the members of that organization to achieve the set goals.
2.6 Gaps to be filled by the present study
Hallinger and Heck (1998) assert that school leaders have very little effect if any on pupils‟
academic outcomes. They researched on two emerging dimensions of leadership to find out
the effect of strategic leadership on academic performance. They however failed to explain
how the initiating structure and consideration structure would affect the students‟ academic
performance. This research therefore will address the differences in the diverse views of other
researchers as to whether head teachers‟ strategic leadership has any effect on academic
performance or not. Several researchers carried out studies on the effects of head teachers‟
strategic leadership on academic performance. They got diverse views. Kimacia (2007) and
Okoth (2000) discovered that collaborative head teachers had high mean performance index
than directive head teachers. Muli (2005) and Wangui (2007) note that directive head teachers
had high mean scores than collaborative head teachers. Njuguna (1998) stated that there was
no significant relationship between strategic leadership styles and academic performance.
Achieng (2000) observed that collaborative head teachers had high mean scores than directive
head teachers. Huka (2003) contradicts by noting that directive head teachers had higher mean
scores. This contradiction was investigated to establish the effect of head teachers‟ strategic
leadership on academic performance. Caldwell and Spinks (2002) agree that head teachers
were responsible in creating a conducive climate for high academic performance. Hallinger
and Heck (1998) concurs with them that head teachers significantly affected the student
academic achievement. Kruger, Witziers and Sleegers (2007) supported this view. However,
Gamage (2008) found no statistically significant co relational relationship between the
33
leader‟s strategic leadership and academic performance. This diverse views needed to be
ascertained through another study to come up with a concrete finding.
34
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction
This chapter contains details of the research design that was employed in this study. This
included geographical description of the study area, research design, the target population,
sample and sampling techniques, validity and reliability of the instruments, data collection
and analysis techniques. It describes in detail what was done and how it was done.
3.2 Geographical description of the study area
Nambale Sub-County has 50 public primary schools. Out of these, two are single gender and
the rest 48 schools are mixed schools. The pupil population in primary schools in 2015 was
30039. There were 538 teachers making a pupil-teacher ratio of 1:110 (Statistics from the
SDE‟s office Nambale, 2015). All the schools experienced similar environmental challenges.
The Nambale sub-county was chosen for the study because its performance in KCPE has been
on the downward trend for the last four years.
3.3 Research Design
A research design refers to procedures used by the researcher to explore relationships between
variables (Borg & Gall, 1996). The study made use of a descriptive survey research design.
The descriptive survey research design was used because as observed by Borg & Gall (1996),
it is economical and suitable for extensive research. It gives a rapid response and it is easy to
analyze data.
35
3.4 Target Population
The study targeted 50 public primary schools within Nambale sub-county consisting of 50
head teachers and 488 teachers.
3.5 Sample and sampling techniques
A sample is a small group obtained from the accessible population (Mugenda&Mugenda,
2008). Orodho (2002) defines sampling as a means of selecting a given number of subjects
(members in the sample) from a defined population as representative of the population.
Wisker (2001) recommends that at least 20% of the total population is an acceptable sample
in descriptive research. Out of 50 public primary schools, 22 schools were sampled. This
represented 44% of the total population that is an acceptable representation according to
Wisker (2001). The schools that presented KCPE candidates between 2011 and 2014 were
selected using stratified sampling technique to achieve a desired representation.
Stratified sampling technique is a technique that identifies subgroups in the population and
their proportions and selected from each subgroup to form a sample (Sekaran, 2003). It
groups a population into separate homogenous subsets that have similar characteristics and
selects from each subgroup for equitable representation of the population in the sample.
Nambale schools are clustered according to sub-locationsbased on geographical distances
between schools as indicated in the table below:
36
Table 2: Sampled respondents
A 5 2 10
B 4 2 10
C 5 2 10
D 5 2 10
E 5 2 10
F 5 2 10
G 5 2 10
H 6 4 20
I 5 2 10
J 5 2 10
Total 50 22 110
Simple random sampling was used to select two mixed primary schools from every cluster in
all the ten clusters apart from cluster H where 4 schools were sampled totaling to 22 schools .
This is because cluster H had 4 mixed public primary schools and 2 single gender schools.
The 2 single gender schools were sampled alongside 2 mixed public primary schools in this
cluster. The researcher sampled 110 respondents from schools and one SDE. Gender was
considered i.e. two males and two females per school. Names were written on papers and
picked randomly to get the four teachers.
3.6 Instruments of data collection
The main tools for collecting data were questionnaires, interviews and document analysis.
The selection of these tools was guided by the nature of data to be collected, the time
37
available as well as by the objectives of the study. The overall aim of the study was to find out
the effects of head teachers‟ strategic leadership on pupils‟ KCPE performance. The
researcher was mainly concerned with views, feelings, opinions and interview techniques
(Bell, 1995). Document analysis was used to get data on documents kept by the schools
indicating KCPE results. Questionnaires were used because the study was concerned also
with variables that cannot be directly observed such as feelings, perceptions and opinions of
the respondents. The sample size was also quite large and given the time constraint,
questionnaires were ideal for collecting data. The target population was also largely literate
and hence had no difficulties responding to questionnaire items.
3.6.1 Head teacher’s Questionnaire
It consisted of two sections; section A consisted of demographic data while section B
consisted of data on strategic leadership approaches, teachers‟ perceptions on strategic
leadership approaches and teachers‟ involvement in decision-making process.
3.6.2 Teacher’s Questionnaire
It consisted of two sections; section A consisted of demographic data while section B
consisted of data on strategic leadership approaches, teachers‟ perceptions on strategic
leadership approaches and teachers‟ involvement in decision-making process.
3.6.3 Document Analysis
This helped analyze school documents relevant to the study. They included school exam
council file, schemes of work, lesson plan, progress records, record of work covered, log
book, discipline records. They helped to analyze the curriculum implementation supervision
by the head teachers in the selected schools.
38
3.6.4 Interview schedule
It consisted of two sections, namely general information and oral questions for interview. The
SDE was interviewed. Interview schedule was used to gather information that cannot be
gathered using the questionnaires and to get a detailed response to structured questions.
3.7 Pre-test of Data Collection Instruments
The head teacher and teachers‟ questionnaires were administered to five selected schools that
were not part of the study sample schools. This was to ascertain the suitability of the
questionnaires in achieving the information and to find out questions that were vague or had
unclear instructions. Questionnaires that required modification posed challenges to the
respondents. They were identified and corrected with the guidance of my supervisors
3.7.1 Validity of Research Instruments
Validity is the extent to which research results can be accurately interpreted and generalized
to other populations. It is the extent to which research instruments measure what they are
intended to measure. That is, the results obtained from the analysis of data represent the
phenomenon under study (Mugenda&Mugenda, 2008). To establish validity, two experts who
are educationists in the area of education management were requested to evaluate the
relevance of each item in the instrument to the objectives and rated each item on the scale of
very relevant (4), quite relevant (3), somewhat relevant (2) and not relevant (1). Validity was
determined using Content Validity Index (C.V.I). C.V.I =Items rated 3 or 4 by both judges
divided by the total number of items in the questionnaire. C.V.I = (n3/4) ÷N. The instruments
were modified to improve their validity coefficient to 0.80 which is acceptable as reliable in
research (Kathuri& Pals, 1993).
39
3.7.2 Reliability of Research Instruments
This is a measure of consistency of the results after a repeated trial (Mugenda&Mugenda,
2008). It is the level of the intended or the stability of the measuring device. Questionnaires
were tested and re-tested to five respondents to establish the extent to which the content of the
questionnaire would produce similar responses. Pearson‟s product moment correlation was
employed to compute the correlation co-efficient to establish if the questionnaire contents
were consistent in eliciting the same responses every time the instrument was administered.
The correlation coefficient attained was 0.8 indicating that the questionnaires were reliable
enough to be used in the study.
3.8 Data collection procedures
The researcher obtained a permit from the National Council for Science and Technology to
proceed with the study. The researcher visited the offices of the County Commissioner Busia,
County Director of Education and Sub-county Director of Education Nambale to request
permission to visit the schools within Nambale sub-county. The researcher then visited the
schools for familiarization. Data was collected from one hundred and six respondents during
the months of January to April 2016 using stratified sampling techniques. A questionnaire is a
collection of items to which a respondent is expected to react, usually in writing. The
researcher distributed the questionnaires to the respondents and the researcher‟s assistant
collected the filled questionnaires after one week for processing. The researcher used
Document analysis checklist to get information about professional records and head teacher‟s
management of the school.
40
3.9 Method of Data Analysis
Data analysis was by descriptive statistics. The researcher used the computer program called
statistical package for social sciences (SPSS) to code the collected data. The results were
presented in form of frequency tables and percentages.
3.10 Ethical Considerations
The major ethical problem in this study was the privacy and confidentiality of the
respondents. Obtaining data from the school documents entailed gaining access to specific
files which in itself was an infringement on the privacy and confidentiality of the school
administrators but this was the only way to carry out document analysis. The researcher dealt
with the problem by asking the respondents not to indicate their identity or the identity of
their schools. The researcher also re-assured the respondents that the information given would
not be passed to a third party without the consent of the respondent.
41
CHAPTER FOUR
RESEARCH FINDINGS, PRESENTATION AND DISCUSSION
4.1 Introduction
This chapter is a presentation of results and findings obtained from field responses and data,
broken into two parts; the first section deals with the background information while the other
section presents findings of analysis, based on the objectives of the study as explored by the
questionnaires where descriptive statistics have been employed. Results of the data analysis
provided information that formed the basis for discussion, interpretation and conclusion of the
findings and recommendations of the study.
4.2 Response rate
From the data collected, out of one hundred and eleven questionnaires distributed, only one
hundred and six were collected as shown in the table below:
Table 3: Response Rate
Respondent
category
No. in the sample No. of responses Response by
percentage
Head teachers 22 21 95.5
Teachers 88 84 95.5
SDE 1 1 100.0
Total 111 106 97.0
Mugenda and Mugenda (2003) aver that a response rate of 50 per cent is adequate for analysis
and reporting; a rate of 60 per cent is good and 70 per cent and over is excellent. Therefore,
this response rate was excellent and suitable enough to give a true reflection of the issues
42
under study. This high response rate can be attributed to the data collection procedures, where
the researcher pre-notified participants before the actual administration of the questionnaires.
4.3 Demographic information of the respondents
The study sought to find out the background information of the respondents like age, gender,
educational background, and professional qualification, and experience, type of school,
enrolment and number of teachers in school. The findings were established and presented as
follows:-
4.3.1 Gender of the Respondents
The gender characteristics of head teachers, teachers and SDE were analyzed and categorized
as in table 4.
Table 4: Gender characteristics of Respondents
Head teacher Teachers SDE
Gender Frequency Percentage Frequency Percentage Frequency Percentage
Male 16 72.2 44 52.4
Female 5 23.8 40 47.6 1 100.0
Total 21 100.0 84 100.0 1 100.0
The findings in table 4 revealed that majority of head teachers were males constituting
16(72.2%) while the females were 5(23.8%). This indicated that the males dominated the
school leadership and thus there was no gender equity in leadership roles in Nambale sub-
county, Busia County. The reason could be that more males than females are educated or
females shy off from leadership roles.
43
From the teachers‟ data, there was fair representation as 44(52.4%) males and 40(47.6%)
females participated in the study. The SDE was a female. Therefore, the respondents were
both male and female hence; the information collected from the selected sample was valid for
analysis in this study. The information is summarized in table 4 and figure 4 below:
4.3.2 Age of the Respondents
The researcher sought to establish ages of the respondents. The findings were presented in
table 5 below.
Table 5: Age bracket of the respondents
Head teacher Teachers SDE
Age Frequency Percentage Frequency Percentage Frequency Percentage
Below 25 yrs 0 0.0 3 3.6 0 0.0
25 – 35 yrs 1 4.8 38 45.2 0 0.0
36 – 49 yrs 9 42.9 30 35.7 1 100.0
50 – 60 yrs 11 52.4 13 15.5 0 0.0
Total 21 100.0 84 100.0 1 100.0
From the findings in table 4.3, there was no head teacher with less than 25 years, 9(42.9%)
were between 36-49 years and 11(52.4%) were between 50-60 years. The SDE was aged
between 36-49 years. This was interpreted to mean that leadership goes with age as majority
of the head teachers (52.4%) were between 50-60 years of age. This indicated that the selected
sample was mature enough to understand the effects of head teachers‟ strategic leadership on
KCPE performance in public primary schools in Nambale sub-county. There were 3(3.6%)
teachers below 25 years, 38(45.2%) between 36-49 years and 13(15.5%) were between 50-60
years. This indicates that the selected sample was all-inclusive in terms of age.
44
4.3.3 Academic level of Respondents
The academic achievement of head teachers, teachers and SDE were analyzed and categorized
as shown in table 6 below:-
Table 6: Academic level of Respondents
Head teacher Teachers SDE
Level Frequency Percentage Frequency Percentage Frequency Percentage
KCPE 0 0.0 0 0.0 0 0.0
KCSE 18 85.7 77 91.7 1 100.0
KACE 1 4.8 3 3.6 0 0.0
OTHERS 2 9.5 4 4.8 0 0.0
Total 21 100.0 84 100.0 1 100.0
From the study findings, 18(85.7%) head teachers indicated that they had KCSE, 9.5% had
other academic qualifications and 1(4.8%) had KACE. This implies that majority of head
teachers had secondary „O‟ level qualification and therefore competent enough to handle
management positions. Majority of the teachers under study (91.7%) had KCSE qualification,
4.8% had other qualifications and 3.6% had KACE qualifications. The SDE had KCSE
qualification. This indicates that all the respondents had the required qualification to teach
public primary schools. This concurs with Katz, Lazer, Arrow and Contractor (2004) who
believed that teachers with higher levels of education performed their duties better due to their
knowledge and modern managerial skills. The findings therefore indicate that the respondents
had the skills and ability to steer the schools towards better achievement.
45
4.3.4 Professional Qualifications of the Respondents
The study sought to establish the highest professional qualifications of the respondents. Their
responses are presented in table 7 below:
Table 7: Professional Qualifications of the Respondents
Head teacher Teachers SDE
Qualification Frequency Percent Frequency Percent Frequency Percent
Certificate 2 9.5 40 47.6 0 0.0
Diploma 13 61.9 29 34.5 0 0.0
B ED 5 23.8 14 16.7 0 0.0
M ED 1 4.8 1 1.2 1 100.0
Total 21 100.0 84 100.0 1 100.0
Data analysis revealed that majority of the head teachers at 13(61.9%) were Diploma holders,
5(23.8%) were university degree holders, 1(4.8%) were holders of Master of Education
degree and 2(9.5%) was certificate holders. The results imply that majority of the head
teachers had basic professional qualifications for primary school teaching.
From the study findings, 40(47.6%) of the teachers had a certificate, 29(34.5%) had a
Diploma, 14(16.7%) were university graduates and 1(1.2%) was a holder of a master‟s degree
while the SDE had a Master of Education degree. The data indicate that majority of the
respondents had a certificate. This could be because it is the minimum requirement for
employment in primary schools. The SDE had a Master of Education degree and thus
qualified to supervise primary school teachers.
46
4.3.5 Duration of service in current station
The researcher sought to establish the duration of service of the respondents in their current
station. The findings were presented in Table 8.
Table 8: Duration of service in current station
Head teacher Teachers SDE
Duration Frequency Percentage Frequency Percentage Frequency Percentage
Below 5 yrs 7 33.3 36 42.9 1 100.0
5-10 yrs 12 57.1 34 40.5 0 0.0
11-15 yrs 1 4.8 10 11.9 0 0.0
16 yrs&
Above
1 4.8 4 4.8 0 100.0
Total 21 100.0 84 100.0 1 100.0
The study showed that 12(57.1%) head teachers had served in their current stations for a
period of between 5-10 years, 7(33.3%) below 5 years, 1(4.8%) between 11-15 years and
1(4.8%) for 16 years and above. This implies that majority of the head teachers had been in
their stations for the period that the researcher was interested in and therefore capable of
giving the required information.
From the teachers‟ data, 36(42.9%) had served in their current station for less than 5 years,
34(40.5%) between 5-10 years, 10(11.9%) between 11-15 years and 4(4.8%) for 16 years and
above. Majority of the teachers were found to have taught in their current station for less than
5 years. This could be because they consist of youthful teachers recently recruited or had
transferred from other schools. The SDE had worked in the sub-county for less than 5 years
having been transferred from another sub-county.
47
4.3.6 Teaching experience of the respondents
The study further sought to establish the duration of service of the respondents. The responses
were presented in table 9 below.
Table 9: Teaching experience of the respondents
Head teacher Teachers SDE
Experience Frequency Percentage Frequency Percentage Frequency Percentage
Below 5 yrs 2 9.5 14 16.7 1 100.0
5-10 yrs 13 61.9 35 41.7 0 0.0
11-15 yrs 2 9.5 12 14.3 0 0.0
16 yrs and
above
4 19.0 23 27.4 0 0.0
Total 21 100.0 84 100.0 1 100.0
The analysis of the head teachers‟ duration of service in leadership revealed that 13(61.9%)
had an experience of between 5-10 years, 4(19.0%) had an experience of 16 years and above
and 2(9.5%) had an experience of either below 5 years or 11-15 years. This implies that they
had an experience to manage schools. It also meant that work related experiences are
important in developing motivation in leadership. The findings also indicated that 35(41.7%)
of the teachers had a teaching experience of between 5-10 years, 23(27.4%) were 16 years and
above, 14(16.7%) were below 5 years and 12(14.3%) had an experience of between 11-15
years. This indicates that most teachers under study had a suitable experience in the teaching
fraternity. They were therefore experienced enough to give the required information.
48
4.3.7 Head teachers’ Duration of service as an assistant teacher
The study sought to find out the duration the head teacher had served as an assistant teacher.
The findings were presented in table 10 below:
Table 10: Head teachers’ Duration of service as an assistant teacher
Respondent Duration of service Frequency Percent
Head teachers Below 5 years 0 0.0
5-10 years 0 0.0
11-15 years 3 14.3
16 years & above 18 85.7
Total 21 100.0
From the results, 18(85.7%) had served for 16 years and above and 3(14.3%) had served for
11-15 years. None had served for a period less than 11 years. This means that experience is an
important element for one to be a head teacher. The study observed that the respondents were
experienced people who had been in the field for a long time.
From the results, 18(85.7%) had served for 16 years and above and 3(14.3%) had served for
11-15 years. None had served for a period less than 11 years. This means that experience is an
important element for one to be a head teacher. The study observed that the respondents were
experienced people who had been in the field for a long time.
4.3.8 Type of school
The respondents were asked to indicate the type of school in which they were teaching. Their
responses were presented in table 4.9 below:
49
Table 11: Type of school
Type of school Frequency Per cent (%)
Mixed Day 19 90.5
Girls Day 1 4.8
Boys Day 1 4.8
Total 21100.0
Information in table 4.9 above shows that 90.5% were mixed Day schools, 4.8% was a Girls‟
school and 4.8% was a Boys‟ school. This shows that most of the schools were mixed schools
and therefore endowed with abilities of either gender to steer the academic performance.
4.3.9 Pupils’ enrolment in school
The study sought to find out pupils‟ enrolment in public primary schools in Nambale sub-
county. The findings were presented in table 12 below.
Table 12: Pupils’ enrolment in school
Enrolment Frequency Percentage
Below 200 0 0.0
200-400 1 4.8
401-600 6 28.6
601 & above 14 66.7
Total 21 100.0
Data analysis revealed that 66.7% of the schools had an enrolment of over 601, 28.6% had an
enrolment of between 401-600 while 4.8% had an enrolment of between 200-400. There was
50
no school with an enrolment of less than 200 pupils. The study observed that most schools
had a high enrolment of 601 and above. This could be due to the large population in the sub-
county. This was interpreted to mean that Nambale sub-county had a high enrolment due to its
large population. This affected the mean performance in KCPE within the sub-county.
4.3.10 Number of teachers in school
The study sought to establish the number of teachers per public primary school. The findings
are presented in the table 13 below:
Table 13: Number of teachers in each school
Number Frequency Per cent (%)
Below 8 0 0.0
8-16 13 61.9
7-24 6 28.6
25 & above 2 9.5
Total 21 100.0
The findings showed that 61.9% of the schools under study had between 8-16 teachers each,
28.6% had between 7-24 teachers each, 9.5% had 25 or more teachers while none had less
than 8 teachers. This implies that most schools are well staffed with teachers in Nambale sub-
county.
51
4.4 Strategic leadership approaches used by head teacher
The first objective of the study was to identify strategic leadership approaches used by head
teachers in public primary schools in Nambale sub-county. The responses were measured as
follows: 4= always, 3=frequently, 2=occasionally and 1=never. The respondents responded to
four likert scale questions rated as Always (A), Frequently (F), Occasionally (O) and Never
(N) as shown in table 14 below:
Table 14: Strategic leadership approaches used by the head teacher from Head teachers’
perspective
Statement A F O N Total Mean Std. dev.
I treat all staff as equals n 17 4 0 0 21 3.72 1.171
% 80.9 19.1 0.0 0.0
I allow teachers to deal with n 11 8 2 0 21 3.42 1.356
indiscipline cases among pupils % 52.4 38.1 9.5 0.0
I respect the ideas and opinions n 15 4 2 0 21 2.97 1.353
of staff members % 71.4 19.0 9.5 0.0
I allow teachers to discuss n 14 5 2 0 21 2.68 1.416
examination performance % 66.7 23.8 9.5 0.0
I allow teachers to make and n 16 3 2 0 21 3.32 1.148
implement decisions in their department%76.2 14.3 9.5 0.0
I involve teachers in setting n 16 4 1 0 21 3.04 1.189
work goals % 76.2 19.0 4.8 0.0
KEY:A-Always N-Never F- Frequently O- Occasionally n- Number of respondents %-
Percentage
52
Research findings indicate that a majority of the head teachers at 17 (80.9%) agreed that head
teachers always treated all staff as equals while 4(19.0%) had a notion that head teachers
frequently treated staff as equals. This was interpreted to mean that head teachers assessed
themselves positively, that they valued and recognized individual talents and contributions for
all teachers as unique.
Research findings also indicate that head teachers always allowed teachers to deal with
indiscipline cases at 11 (52.4%), 8(38.1%) frequently allowed teachers to deal with the
indiscipline cases while 2 (9.5%) occasionally allowed teachers to deal with indiscipline cases
among pupils. This was interpreted to mean that majority of head teachers delegated authority
to teachers to discipline the pupils.
In terms of respect to ideas and opinions of staff members, 15 (71.4%) said that they always
respected teachers‟ ideas and opinions, 4 (19.0%) frequently and 2 (9.5%) occasionally
respected the staff‟s ideas and opinions. This was interpreted to mean that head teachers
involved the staff in strategic planning for their schools.
The majority of the head teachers acknowledged that they allowed teachers to discuss
examination performance always at 14 (66.7%), frequently at 5 (23.8%) and occasionally at 2
(9.5%). This meant that they regarded the performance of exams as a basis for planning.
It was also noted that head teachers always allowed teachers to make and implement decisions
in their departments as shown by 16 (76.2%) of the respondents while 3 (14.3%) frequently
allowed teachers to make and implement decisions in their departments. This was interpreted
to mean that head teachers delegated part of their authority to their sub ordinates.
Lastly, 16 (76.2%) of the head teachers always involved teachers in setting work goals while
4 (19.0%) frequently involved the teachers in setting work goals. This was interpreted to
mean that head teachers involved teachers in collaborative working.
53
Table 15: Strategic leadership approaches used by the head teacher from teachers’
perspective
Statement A F O N Total Mean Std. Dev.
Treats all staff as equals n 57 17 7 3 84 2.07 .896
% 67.9 20.2 8.3 3.6
Allows teachers to deal with n 48 28 7 1 84 3.88 .957
indiscipline cases among pupils % 57.2 33.3 8.3 1.2
Respects the ideas and opinions n 44 31 9 0 84 3.17 1.142
of staff members % 52.4 36.9 10.7 0.0
Allows teachers to discuss n 55 19 10 0 84 2.64 1.294
examination performance % 65.5 22.6 11.9 0.0
Allows teachers to make and n 50 24 9 1 84 3.38 1.387
implement decisions in their departments%59.5 28.6 10.7 1.2
Q6 Involves teachers in n 49 31 4 0 84 3.67 1.130
setting work goals % 58.3 36.9 4.8 0.0
KEY:
A-Always N-Never F- Frequently O- Occasionally n- Number of respondents %-
Percentage
Research findings indicate that 57 (67.9%) of the respondents felt that head teachers treated
all staff members as equals always, 17 (20.2%) frequently, 7 (8.3%) occasionally and 3
(3.6%) never. In dealing with indiscipline cases, 48 (57.1%) allowed teachers to deal with the
cases always, 28 (33.3%) frequently, 7 (8.3%) occasionally and 1 (1.2%) never. This was
54
interpreted to mean that majority of head teachers involved teachers in pupils‟ discipline. The
results showed that majority of head teachers respected the ideas and opinions of staff
members; with 44 (52.4%) of the respondents indicating that their ideas and opinions were
respected always, 31 (36.9%) frequently and 9 (10.7%) occasionally.
Head teachers allowed teachers to discuss examination performance as indicated by 55
(65.5%) for always, 19 (22.6%) for frequently and 10 (11.9%) for occasionally. Most head
teachers allowed teachers to make and implement decisions with results showing that 50
(59.5%) of the respondents indicating that the head teachers allowed them always, 24 (28.6%)
frequently, 9 (10.7%) occasionally and 1 (1.2%) never. Results further showed that majority
of head teachers involved teachers in setting work goals with 49 (58.3%) of respondents
indicating that head teachers involved them in setting work goals always, 31 (36.9%)
frequently and 4 (4.8%) occasionally.
From the interview schedule, the SDE noted that head teachers treat their staff members
differently. In their management, they use dictatorship, delegation and collaboration. She
added that individual school rules and regulations govern the discipline in schools. At school
level, she observed that head teachers do not accept criticisms. She reported that previous
academic performance determines the setting of subject targets in KCPE performance. This
implies that head teachers use a variety of strategies in their leadership.
4.5 Teachers’ perceptions about head teachers strategic leadership
The second objective of the study was to find out teachers‟ perceptions on head teachers‟
strategic leadership in public primary schools in Nambale sub-county. The findings were
established and presented in table 16 for head teachers‟ responses and 17 for teachers‟
responses.
55
Table 16: Head teachers’ perception about their strategic leadership
Statement A F O N Total Mean Std. Dev.
I outline needed changes and n 14 6 1 0 21 3.72 .951
monitor actions closely. % 66.7 28.6 4.8 0.0
I hold staff meetings to n 11 7 3 0 21 3.52 1.274
discuss any new changes % 52.4 33.3 14.3 0.0
I motivate staff through rewards n 3 8 9 1 21 3.69 .977
% 14.3 38.1 42.9 4.8
I embrace change. n 15 4 2 0 21 3.66 .890
% 71.4 19.0 9.5 0.0
KEY:
A-Always N-Never F- Frequently O-Occasionally n- Number of respondents %-
Percentage
Research findings indicate that majority of the head teachers at 14(66.7%) outlines needed
changes and monitor actions always, 6 (28.6%) frequently and 1(4.8%) occasionally. This
was interpreted to mean that they set the direction for the running of the school. Respondents
were further asked if new changes are discussed in the staff meetings. It was observed that
11(52.4%) of the head teachers hold staff meetings to discuss any new changes always,
7(33.3%) frequently and 3(14.3%) occasionally. This was interpreted to mean that head
teachers involved key stakeholders in translating strategy into action.
The study further showed that head teachers occasionally motivated staff through rewards as
shown by 9(42.9%). Only 8(38.1%) confirmed that they give reward frequently and 3(14.3%)
said they do not give rewards to motivate staff always. This was interpreted to mean that
majority of head teachers do not use cash in aligning organization to strategy. This could be
56
because the Ministry of Education do not have any vote head for motivating the staff. The
study also established that majority of the head teachers at 15(71.4%) embrace change
always, 4(19.0%) frequently and 2(9.5%) occasionally. This implies that head teachers were
open for change in determining interventions. The study also collected views from teachers
about their perception on head teachers‟ strategic leadership. The responses were as shown
below:
Table 17: Teachers’ perception about head teachers’ strategic leadership
Statement A F O N Total Mean Std. dev.
Outlines needed changes and n 54 24 6 0 84 3.17 1.696
monitors actions closely. % 64.3 28.6 7.1 0.0
Holds staff meetings to n 50 24 9 1 84 3.65 1.152
discuss any new changes % 59.5 28.6 10.7 1.2
Motivates staff through n 22 22 33 7 84 3.48 1.442
rewards % 26.2 26.2 39.3 8.3
Embraces change. n 46 25 13 0 84 3.57 1.080
% 54.8 29.3 11.9 0.0
KEY:
A-Always N-Never F- Frequently O- Occasionally n- Number of respondents %-
Percentage
From the findings, 54(64.3%) of the teachers under study said that head teachers outline
needed changes and monitor actions closely always, 24(28.6%) frequently and 6(7.6%)
occasionally. This was interpreted to mean that majority of head teachers set the direction for
the school and personally monitored the progress. This was supported by 66.7% of the head
teachers who said that they outline needed changes and monitors actions closely. The
57
responses also indicate that 50 (59.5%) of the teachers said that head teachers „always‟ hold
staff meetings to discuss any new changes while 24 (28.6%) were of the opinion that head
teachers hold staff meetings to discuss any new changes frequently. This is in agreement with
the head teachers‟ responses in table 4.14 who also stated that they hold staff meetings to
discuss any new changes always. This was represented by 52.4%. This implies that head
teachers involved teachers in translating strategy into action. This could be attributed to the
fact that teachers are implementers of the strategic plans.
Research findings also indicated that head teachers occasionally motivated staff through
rewards. This was shown by 33 (39.3%) who said head teachers motivated them occasionally,
22 (26.2%) frequently and 22 (26.2%) always. However, 1 (1.2%) said that head teachers
never motivate teachers through rewards. This is in agreement with 9 (42.9%) of the head
teachers who said they occasionally motivated teachers through rewards and 1 (4.8%)
confirmed that they never motivated teachers through rewards. This was interpreted to imply
that head teachers occasionally use rewards in aligning organization to strategy. This
contributes to teachers‟ low morale given that teachers know that head teachers Receive FPE
funds. The findings also indicated that 46 (54.8%) of the teachers said that head teachers
embrace change always, 25 (29.8%) frequently and 13 (15.6%) occasionally. This implies that
majority of the head teachers determine interventions and accept the changes.
An interview with the SDE revealed that changes in a school should be gradual. The head
teacher should set a clear programme outlining the dates, venues and people to be sensitized
for the changes. He/she should supervise the implementation of the strategy personally. The
SDE also said that head teachers should motivate their staff using incentives like gifts, money
and commendation letters to motivate staff. On head teachers‟ reaction to change, she was of
the view that majority of the head teachers resist change. They take time to accept changes
especially if the changes are being introduced by a different person. This indicates that
58
majority of the teachers are not well motivated and majority of the head teachers resist change
leading to teachers‟ low morale in executing their duties.
4.6 The extent to which head teachers involve teachers in decision-making process
The third objective of the study was to identify the extent to which head teachers involve
teachers in decision-making process in public primary schools in Nambale sub-county. The
findings were established and presented in table 18 for head teachers‟ responses and table 19
for teachers‟ responses.
Table 18: Head teachers’ Responses on the extent to which they involve teachers in
decision-making process
Statement A F O N Total Mean Std dev.
I discuss school vision with n 13 4 3 1 21 3.88 1.061
the staff % 61.9 19.0 14.3 4.8
I involve teachers in making school n 13 5 3 0 21 3.81 1.000
policies about examinations % 61.9 23.8 14.3 0.0
I accept teachers‟ suggestions on n 9 4 8 0 21 3.98 .868
the use of FPE funds % 42.9 19.0 38.1 0.0
I discuss academic performance n 17 1 3 0 21 2.52 1.173
with the staff. % 81.0 4.8 14.3 0.0
KEY:
A-Always N-Never F- Frequently O- Occasionally n- Number of respondents %-
Percentage
59
Research findings indicate that 13(61.9%) of the head teachers acknowledge that they discuss
school vision with the staff always, 4 (19.0%) frequently, 3 (14.3%) occasionally and 1
(4.8%) never. This implies that majority of Head teachers involve the teachers in forming the
school vision in public primary schools ofNambale sub-county. In their responses on whether
they involved teachers in making school policies about examinations, 13 (61.9%) responded
„always‟, 5 (23.8%) frequently and 3 (14.3%) occasionally. This was interpreted to mean that
majority of the head teachers in public primary schools in Nambale sub- county involved
teachers in setting objectives of the school in terms of academic performance.
According to the findings of the study, 9(42.9%) of the head teachers said that they accept
teachers‟ suggestions on the use of FPE funds always, 8 (38.1%) occasionally and 4 (19.0%)
frequently. This implies that head teachers in public primary schools in Nambale sub-county
accept teachers‟ views in formulating strategy. H/T‟s also reported that they discuss academic
performance with the staff. This was represented by 17 (81.0%) who said they do it always, 3
(14.3%) occasionally and 1 (4.8%) frequently. This implies that H/T‟s involve teachers in
implementing the strategies.
60
Table 19: Teachers’ responses on involvement of teachers in Decision-making process
Statement A F O N Total Mean Std. Dev.
Discuss school vision n 43 33 5 6 84 3.81 1.000
with the staff % 51.2 39.3 6.0 3.6
Involves teachers in making n 49 22 10 3 84 3.98 .868
school policies about examinations%58.3 26.2 11.9 3.6
Accepts teachers‟ suggestions n 34 32 10 8 84 2.52 1.173
on the use of FPE funds % 40.5 38.1 11.9 9.5
Discusses academic n 66 17 0 1 84 2.64 1.294
performance with the staff % 78.6 20.2 0.0 1.2
KEY:
A-Always N-Never F- Frequently O- Occasionally n- Number of respondents %-
Percentage
From this study, it was observed that 43 (51.2%) of the H/T‟s discuss school vision with the
staff always, 33(39.5%) frequently, 5(6.0%) occasionally and 3(3.6%) never.
This implies that majority of H/T‟s involve the staff in forming school vision. However, some
H/Ts never involve their staff in forming the school vision. This is supported by 13(61.9%)
H/Ts who agreed that they involve their teachers in forming the school vision and 1(4.8%)
said that they don‟t involve teachers in forming the school vision. The study further showed
that 49(58.3%) of the teachers agreed that they are involved in making school policies about
examinations always, 22(26.2%) frequently, 10(11.9%) occasionally and 3(3.6%) never. This
implies that teachers are involved in setting objectives of the school. This was also revealed
by 13(61.9%) of the H/Ts who said that they involve teachers in making school policies about
examinations.
61
It was also observed that 34(40.5%) of the teachers agreed that H/T‟s accepts their suggestion
on the use of the FPE funds always, 32(38.1%) frequently 10(11.98%) occasionally and
8(9.5%) never. This was interpreted to mean that some H/T‟s involved teachers in
formulating strategy while others never involved the teachers in formulating strategy and
others never involved the teachers particularly on matters of the finances. The study also
revealed that majority of H/T‟s discuss academic performances with the staff with 66(78.6%)
saying they do it always,17(20.2%) frequently and I (1.2%) never. This was interpreted to
imply that majority of the H/Ts involve teachers in implementing the strategies.
From the open ended questions, the respondent was asked to explain how a school vision is
formed, give reasons for the drop in KCPE performance since 2011, explain how head
teachers react to teachers‟ suggestions on the use of FPE funds and what can be done to
improve KCPE performance in public primary schools. The respondent said that all
stakeholders should be involved in forming the school vision. The drop in KCPE performance
was attributed to increased enrolment, teachers‟ strikes and examination irregularities that had
rocked the sub-county. The respondent also said that when it comes to teachers‟ suggestions
on the use of FPE funds, head teachers become very sensitive, courteous and do not accept
their suggestions. The respondent said that in order to improve KCPE performance, school
administrators should ensure that the syllabus is completed in time and the BOM should do
their management well. This was interpreted to mean that head teachers have a crucial role in
KCPE improvement.
4.7 The influence of strategic leadership approaches on KCPE performance.
The last objective of the study was to examine the effect of head teachers‟ strategic leadership
approaches on KCPE performance in public primary schools within Nambale sub-county. The
strategic leadership approaches of the head teachers in public primary schools within
62
Nambale Sub County were measured against KCPE performance. The calculation of the mean
was based on the key as shown; 4=301 and above (very good), 3=250-300 (good), 2=200-249
(fair) and 1=below 200. The findings were recorded in table 20 below:
Table 20: The influence of strategic leadership approaches on KCPE performance
Leadership approach Mean score
Collaboration 3.73
Delegation 3.01
Strategic planning 2.85
Emergent strategy 2.76
Entrepreneurship 3.30
Strategic intent 3.01
Research findings indicate that schools that head teachers used collaboration strategic
approach attained the highest mean of 3.73 as compared to schools that head teachers used
emergent strategy that got a mean of 2.76. This was interpreted to mean that collaboration as a
strategic approach of leadership produced the highest KCPE mean scores.
Table 21: Analysis of school documents
school Available Not updated Not available
Resource N % n % n %
Pupils‟ progress records 15 71.4 4 19.0 2 9.5
School timetable 21 100.0 0 0.0 0 0.0
Register for teachers 18 85.8 2 9.5 1 4.8
Class registers 21 100.0 0 0.0 0 0.0
Exam analysis file18 85.8 3 14.3 0 0.0
63
Table 22: Availability of school facilities
school Available Not updated Inadequate
Facility N % n % n %
Classrooms 14 66.7 0 0.0 8 38.1
Desks/Charts 9 42.92 0 0.0 12 57.1
Play grounds 17 81.0 0 0.0 4 19.0
Ref. materials 11 52.4 0 0.0 10 47.6
Library 2 9.5 16 76.2 3 14.3
Research findings indicate that most documents are available in schools. However, some
documents are not updated. This include teachers‟ schemes of work 1(4.8%), exam analysis
file 3(14.3%), pupils‟ progress records 4(19.0%) and register for teachers 2(9.5%), . It was
also noted that some school facilities were inadequate.
KCPE MEAN SCORES OF THE SAMPLED SCHOOLS FOR THE LAST FOUR
YEARS
The mean scores were calculated such that 4=301 & above (Very good), 3=250-300 (Good),
2=200-249 (Fair) and 1= Below 200 (weak). The results were as shown in table 22 below:
64
Table 23: Mean scores of the sampled schools for the last four years
Year Below 200 200-249 250-300 301 & above Mean
N % n % n % n %
2011 - - 5 23.8 15 71.4 1 4.8 2.67
2012 - - 1 4.8 18 85.7 2 9.5 3.05
2013 - - 4 19.0 16 76.2 1 4.8 3.05
2014 - - 4 19.0 13 61.9 4 19.0 3.00
Research findings indicate that the performance was good but with fluctuation in the mean
scores. This implies that the performance was not constant due to head teachers‟ strategic
leadership.
DISCUSSION OF THE FINDINGS
4.8 Strategic leadership approaches used by head teachers
The first objective of the study was to identify strategic leadership approaches used by head
teachers in public primary schools in Nambale sub-county. Data analysis and interpretation of
interview and questionnaire responses from the head teachers, teachers and SDE revealed that
majority of the head teachers with a mean of 3.72 agreed that head teachers used collaborative
approach. They always treated all staff as equals, assessed themselves positively, valued and
recognized individual talents and contributions for all teachers. This was in agreement with
Okumbe (1999) who believed that a leaders‟ style of leadership depends on the situation and
how he values the sub ordinates. Leaders who treated their staff well and developed a warm
working relationship got the best from the sub-ordinates as supported by Davies (2002) who
65
said that strategic head teachers develop a strategic perspective of what the school might
become.
An analysis of the above findings shows that they are in concurrence with existing literature
of studies by Vain (2000) who emphasized that a collaborative leader regards the subjects as
partners in progress. According to Leithwood (2005), collaborative leaders take advantage of
open forums like staff meetings to strategize their plans as they regard all staff members to be
of value in terms of sourcing for information. Every individual has unique value and if treated
well is capable of giving the best in terms of performance. The leader therefore shares
decision-making abilities with group members by promoting the interests of the group
members and by practicing social equality.
It‟s also evident from the findings that majority of the head teachers allowed teachers to deal
with indiscipline cases among pupils. They delegated their authority to teachers. This is also
supported by Mbiti (1997) who avers that a strategic leader transfers part of his authority to
someone implementing the decision: Nzuve (1999) adds that this leadership technique rises
the employee productivity and satisfaction.
Research findings indicate that majority of head teachers respected the ideas and opinions of
staff members as supported by Nzuve (1999) and Kent (1999) who said that strategic head
teachers allow the staff to participate in decision-making within the framework of the vision,
mission and objectives of the school and respect the ideas of the workers.
Consequently, majority of the head teachers at a mean of 2.68 used emergent strategy by
allowing teachers frequently to discuss examination performance. This is in agreement with
Nzuve (1999) who believed that discussions and reflections on examination performance was
tantamount to improving academic performance. The study findings are in tandem with
Boiset (2003) who acknowledge that the head teacher lays down core values and strategic
66
directions of the school but allows various departments to work out the details of the strategy.
This also concurs with Brenda (2011) who asserts that strategic head teachers cultivate a
range of partnerships in setting work goals.
Head teachers strategic leadership is the driving force towards good KCPE performance. The
available evidence on effects of head teachers‟ strategic leadership on KCPE performance
provides a baseline that educationists should consider if the decline in KCPE performance has
to be reversed. It is worth knowing that majority of KCPE candidates do not experience the
pleasure of performing poorly in national examinations but the pain and frustration of failure.
This scenario ought to be reversed. According to Daft (2005), head teachers should create a
sense of purpose and direction, which guides strategy formulation and implementation within
a school to improve the academic performance of the school.
4.9 Teachers’ perceptions about head teachers’ strategic leadership
The second objective of the study was to find out teachers‟ perceptions on head teachers‟
strategic leadership in public primary schools in Nambale sub-county. Data analysis and
interpretation of interview and questionnaire responses from the head teachers, teachers and
SDE revealed that majority of the head teachers outlined needed changes and monitored
actions closely. The study findings are in tandem with several other authors, including Daft
(2005) who opines that strategic head teachers create a sense of purpose and direction, which
guides strategy formulation and implementation within a school. Head teachers develop
strategies that will allow their schools to be successful.
The study findings concur with Muli 9(2005) who affirms that strategic leadership is the
lifting of a man‟s vision to higher sights, the raising of a man‟s performance to higher
standard and the building of a man‟s responsibility beyond its normal limitations. The head
teacher therefore has the responsibility identifying and outlining needed changes and monitors
67
them closely for successful KCPE performance. The findings are supported by Avolio (2005)
who conclude that the respond most favorably to the head teacher‟s personalized attention to
the running of the school.The study findings indicated that majority of H/T‟s hold staff
meetings to discuss any new changes.
This concurs with Barnett, Marsh and Craven (2005) who said that strategic H/T‟s involve
this in direction setting by building a team. Avolio (2003) also supports by asserting that the
H/T should define the desired outcomes and how to achieve those outcomes. It is evident
from the findings that majority of the H/T‟s in Nambale sub-county occasionally motivate
teachers through giving rewards and even some never give rewards. This results to teachers‟
law morale. Studies by Gratton (2000) revealed that teachers perceived strategic head teachers
as developers of a strategic cause in which individuals are motivated to contribute to improve
their commitment and effort.
It is thus fair to conclude that majority of the head teachers in Nambale sub-county embrace
change. This concurs with Kaplan and Norton (2001) that strategic head teachers are those
who are able to identify the need for change, when the schools need the change, when the
stakeholders are ready for change, when the external constraints force the change and what
need to be abandoned to undertake the new activity. There is a major problem related to the
deteriorating performance in KCPE in Nambale sub-county. Head teachers‟ strategic
leadership and its relationship with KCPE performance is a great concern and a solution is
vital to change the trend. According to Kamile (2008), head teachers who actively listened to
their followers to get different perspectives of school improvement were significantly more
successful.
68
4.10 Head teachers’ Involvement of Teachers in Decision-making process
The third objective of the study was to identify the extent to which head teachers involve
teachers in decision-making process in public primary schools in Nambale sub-county. Data
analysis and interpretation of interview and questionnaire responses from the head teachers,
teachers and SDE revealed that majority of the head teachers at 61.9% and 51.2% of the
teachers reported that head teachers involve teachers in decision-making process. They
discuss school vision with the staff always. A vision is a clear and realistic statement about
why the school exists and its uniqueness. An analysis of the above findings shows that they
are in concurrence with existing literature of studies by UNESCO (2005) who conclude that
without the participation of teachers, changes in education are impossible. The study findings
also concur with Bruner (1997) who aver that quality leadership demands that the school
leader exhibits traits that include communication, teachers‟, and pupils‟ involvement in order
to raise academic performance.
In my view, a strategic leader does not work alone but involves all the stakeholders to achieve
the desired goal. Rice and Roelike (2008) supports the SDE‟s sentiments that all stakeholders
should be involved in forming a school vision. The study findings were supported by
Mullford (2000) who said that participative decision-making was motivational to participants
as it encouraged teachers to assume a greater responsibility for what happens in a school, thus
increasing teachers‟ ownership of change, giving teachers a voice in school policy and
making better use of professional expertise. The study findings are in concurrence with the
existing literature of studies by Koford (2008) and Barnett (2005) that good leadership
supports the acknowledgement of teacher opinions and allows teachers to be involved in
making and discussing the decisions and outcomes that affect their profession hence teachers‟
involvement in making school policies about examinations as supported by 61.9% of the head
teachers and 58.3% of the teachers is encouraging.
69
However, some schools never involve teachers in discussing school policies about
examinations. This could be the source of poor KCPE performance as observed by Blasé and
Blasé (2002) who concluded that school leaders who never involved teachers were a source of
the low morale among teachers. Very few head teachers accept teachers‟ suggestions on the
use of FPE funds as shown by 9.5% of the teachers. The SDE confirms that head teachers do
not accept teachers‟ views on FPE spending. This concurs with Davies (2004) who asserts
that teachers should be empowered to participate in school matters to avoid propaganda in
educational management. Welfson (1998) supports Davies (2004) that boredom and
frustration at work is as the result of employee‟s lack of involvement in decision-making
process with the organizations‟ goals and feeling that their ideas are not wanted or listened to.
Awotua-Efebo (1999) avers that lack of teachers‟ involvement leads to teachers‟ truancy,
excessive excuses, absenteeism and complaints leading to general ineffectiveness,
inefficiency, low productivity and non-achievement of school goals. Head teachers‟ strategic
leadership and its connection to KCPE performance has been a subject of interest in the recent
times. The problem has long been familiar and has to be dealt with. The results of the analysis
agreed with Koford, Kreisler and Moss (2008) who said that a successful leader creates a
school culture where all stakeholders are involved in achievement of school goals.
Strategic leadership calls for collaborative working. There is an international interest in the
question of how leaders influence a range of student outcomes (Marzano, Waters & McNulty,
2005). This is also supported by Finn (2001) who maintains that strategic leadership is an
important element to any organization. The results of the analysis also agreed with Davies
(2004) who said that the quality of strategic leadership in an organization affects to the large
extent the performance of the organization.
70
4.11 The influence of strategic leadership approaches on KCPE performance.
The last objective of the study was to examine the effect of head teachers‟ strategic leadership
approaches on KCPE performance in public primary schools within Nambale sub-county. The
strategic leadership approaches of the head teachers in public primary schools within
Nambale Sub County was measured against KCPE performance. Data analysis and
interpretation of interview and questionnaire responses from the head teachers, teachers and
SDE revealed that collaboration as an approach of strategic leadership by the head teachers in
public primary schools of Nambale sub-county produced the highest mean score of 3.73 as
compared to emergent strategy at a mean of 2.76. This is in agreement with Davies (2004)
who discovered that collaborative style of leadership produced higher test scores than
directive or delegation style in high schools in Memphis, Tennese. Nsubuga (2009) asserts
that collaborative leadership was the best and widely used in Uganda due to its higher mean
scores that it produced during the exams. However, Davies (2004) adds that good academic
performance was exhibited by schools whose head teachers combined directive and
collaborative leadership.
Nalemo (2002) observed that people are lead best by using consultative styles which
accommodate divergent views of others, as they share experiences and participate in decision
making. Achieng (2000) notes that collaborative head teachers had high mean scores than
head teachers who used direct leadership approach. The findings concur with Kimacia (2007)
who observes that there is a relationship between head teachers strategic leadership styles and
academic achievement.
71
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
5.0 Introduction
The study was about the effect of head teachers‟ strategic leadership on pupils‟ KCPE
performance in public primary schools in Nambale sub-county, Busia County, Kenya. In this
chapter, the researcher discusses the summary, conclusions and recommendations based on
the findings of the study.
5.1 Summary of the findings
5.1.1 Strategic leadership approaches
In summary, research findings indicate that majority of the respondents at 80.9% of the head
teachers and 67.9% of the teachers acknowledged that head teachers treat all staff as equals.
Further 52.4% of the head teachers and 57.7% of the sampled teachers observed that head
teachers allow teachers to deal with indiscipline cases among the pupils. Majority of the
respondents at 71.4% of the head teachers and 52.4% of the teachers said that head teachers
respect the ideas and opinions of the staff members. It was also observed by 66.7% of the
head teachers and 65.5% of the teachers that head teachers allow teachers to discuss
examination performance. The majority of the head teachers at 66.7% and 59.5% of the
teachers agreed that head teachers allow teachers to make and implement decisions in their
departments. A further 76.2% of the head teachers and 58.3% of the teachers were of the
opinion that head teachers involve teachers in setting work goals.
72
5.1.2 Teachers’ perceptions about head teachers strategic leadership
The findings established that majority of the head teachers at 66.7% were of the opinion that
they outline needed changes and monitor actions closely, 52.4% were in agreement that they
hold staff meetings to discuss any new changes, 42.9% were of the opinion that they
occasionally motivate staff through giving rewards and 71.4% were of the opinion that they
embrace change. According to teachers, 64.3% agreed that head teachers outline needed
changes and monitor actions closely, 59.5% were of the opinion that head teachers hold staff
meetings to discuss any new changes, 39.3% agreed that head teachers occasionally motivate
staff through giving rewards and 54.8% opined that head teachers embrace change. The SDE
said that head teachers sensitize and supervise the staff when introducing changes, they give
commendation letters as motivation and resist change especially if the change is initiated by
someone else.
5.1.3 The extent to which head teachers involve teachers in decision-making process
The findings from the head teachers established that 61.9% discussed school vision with the
staff, 61.9% involved teachers in making school policies about examinations, 42.9% accepted
teachers‟ suggestions on the use of FPE funds and 81.0% discussed academic performance
with the staff. According to the teachers‟ findings, 51.2% were of the statement that head
teachers discussed school vision with the staff, 58.3% said that head teachers involved
teachers in making school policies about examinations, 40.5% were of the opinion that head
teachers accepted teachers‟ suggestions on the use of FPE funds and 78.6% said that head
teachers discussed academic performance with the staff.
The SDE said that all stakeholders should be involved in forming school vision. She
attributed examination irregularities as the cause of poor performance. She added that
adequate syllabus coverage improves KCPE performance.
73
5.1.4 The influence of strategic leadership approaches on KCPE performance.
The findings from the study established that collaborative approach of leadership produced
the highest KCPE mean performance of 3.73 and emergent strategy produced the lowest
KCPE mean of 2.76.
5.2 Conclusion of the findings
In light of the findings, the researcher concludes that head teachers‟ strategic leadership has
an impact on pupils‟ KCPE performance. In schools that did well in KCPE, the head teachers
treated all staff as equals without bias and allowed teachers to deal with indiscipline cases
among pupils. The study pointed out the need for head teachers to respect the ideas and
opinions of staff members. There was high KCPE performance in schools that head teachers
allowed teachers to discuss examination performance. There was commitment and motivation
of teachers in schools where head teachers allowed teachers to make and implement decisions
in their departments. The head teachers who involved teachers in setting work goals posted
better KCPE results.
The researcher makes further conclusions on teachers‟ perceptions about head teachers‟
strategic leadership. The researcher concludes that head teachers should outline needed
changes to the staff and monitor the actions closely. Teachers owned new changes when they
were discussed in staff meetings. There was marked improvement in KCPE in schools that
head teachers‟ motivated staff through giving rewards. The study noted that head teachers
who embraced change maintained the standard in KCPE performance unlike head teachers
who never embraced change.
This study concludes that head teachers should discuss school vision with the staff. Head
teachers who involved teachers in making school policies experienced tremendous
improvement in KCPE performance and vice versa. The study also pointed out that head
74
teachers should accept teachers‟ suggestions on the use of FPE funds and to discuss academic
performance with the staff. The study concludes that collaborative approach of leadership
resulted into higher KCPE mean scores as compared to emergent strategy of leadership. The
research therefore concludes that head teachers‟ strategic leadership determines pupils‟ KCPE
performance.
5.3 Recommendations
Based on the findings of this study, the researcher makes the following recommendations:
The school administrators should involve staff in setting targets and the same to be
communicated regularly to them instead of being kept for administrative purposes as it is in
some schools.
Head teachers should embrace change aimed at improving academic performance and
introduce it gradually.
Head teachers ought to involve teachers in making important decisions affecting the school.
School administrators should combine different strategic leadership approaches as they carry
on with their administration.
5.4 Suggestions for further studies
A comparative study should be carried out in public and private schools on the effects of head
teachers‟ strategic leadership on KCPE performance.
A study should be carried out in secondary schools to establish the effects of principals‟
strategic leadership on KCSE performance.
75
More comprehensive studies should be undertaken to include a larger area and population to
enable wide generalization of the findings, for instance performing schools in several
counties.
76
REFERENCES
Achieng, O.U. (2000). “A study of the effects of leadership styles on performance in KCSE
Examination in Nairobi.” Unpublished M.Ed project, University of Nairobi.
Anderson, S.E. and Seashore, K.L. (2004). Review of Research; Hoe Leadership Influences
Student Learning. University of Minnesota and University of Toronto.
Armstrong, M. (2002). Human Resource Management. Theory and Practice. London: Bath
Press.
Avolio, B. & Bass, B. (2005). Multifactor leadership questionnaire (3rd Edition manual and
Sampler set). Mind Gaiden, Inc.
Avolio, B.J. and Bass, B.M. (2004). Individual viewed at multiple levels of analysis.
A multi-level framework for examining the diffusion of transformational leadership,
Leadership Quarterly, 6(2) pp. 199-218 Redwood city, CA: WIND garden.
Avolio, B. (2003). Predicting unit performance by assessing transformational Transactional
Leadership. Journal of Applied Psychology, 88(2), 207-219.
Awotua-Efebo, (1999). Effective Teaching Principles and Practice. Port Harcourt, Pen
Graphics.
Barnett, H. et al. (2005). What type of school leadership satisfies teachers? A mixed method
Approach to teachers’ perceptions of satisfaction, Australian Association for Research
in Education.
77
Bell, L. (1995). The skills of primary school management, London: Routledge.
Best, J.W. & Kahn, J.V. (2005). Research in Education. 9th Edition. New Delhi: Prentice
Blanchard, K., & Hersey, P. (1979). A leadership theory for educational administrators.
Education, 303-310.
Blasé J. & Blasé J. (2002). The dark side of leadership: teacher perspectives of principal
Mistreatment. Educational Administration Quarterly, 38(5), 671-727.
Blasé, J. & Blasé, J. (1999). Principal’s instructional leadership and
development.Teachers’ perspectives. Educational Administration Quarterly, 35(3),349-78
Borg, W.R., & Gall, M.D. (1996). Educational Research: An introduction, 6th ed. White
Plains, NY: Longman publishers, USA.
Boal, K.B. &Hooijberg, R. (2001). Strategic leadership research. Moving on. The
Leadership Quarterly, 11, 515-549.
Boisot, M. (1998). Knowledge Assets: Securing Competitive Advantage in the Information
Economy, Oxford University Press.
Boisot, M. (2003). Preparing for turbulence, in B. Garatt (ed.),Developing Strategic
Thought. London: McGraw-Hill.
Bowora, L.C. &Mpofu. D.A. (1995). Managing schools: Module EA3DC 102A. Harare,
Centre for Distance Education, University of Zimbabwe.
78
Brandley, S. and Laureen, L. (2003). Making sense of Leading schools: The principles of
Leadership, University of Washington.
Brenda, (2011). Teachers’ perception of their principals’ leadership styles and the effects
on student achievement in improving and non-improving schools. Unpublished
dissertation.
Brooks, S. (2002). Driving service effectiveness through employee- customer linkages,
The Academy of Management Executive, 16(4), 73(12).
Brooks, et al. (2007).Successful leadership in three high poverty urban elementary schools,
leadership and policy in schools, 6(4), 291-317.
Brunner, D. (1997). The dynamics of work culture of low and high performance schools:
A case study. Doctoral Dissertation, University of South Florida, UMI, 9815424.
Caldwell, B. and Spinks, J. (1998). The self-managing school, London: Falmer Press.
Caldwell, B.J. (2004). Re-imagining the self-managing school. London: Specialist
Schools Trust.
Caldwell,B.J.&Spinks,J.M.(2002).Leading the self-managing school.London: Falmer Press.
Cambone, R., et al. (2002). We’re not programmed for this. An exploration for variance
between the ways teachers think and the concept of shared decision making in
high schools. Paper presented at the Harvard University, National center for
Educational Leadership.
79
Camacho, A., &Eilers, A. (2007). School culture change in the making: leadership
Factors that matter. Urban Education, 42(6), 616-37.
Cheung, F.W.M., & Cheng, Y.C. (2002). An outlier study of multilevel self-management
and school performance, school effectiveness, school improvement, 13, 253.
Cheung, S.M.C. &Kan, F.L.F. (2009). Teachers’ perceptions of incorporated
Management committees as a form of school-based management in Hong Kong.
Asia Pacific Education Review, 1-10. http://dx.doi.org/10.1076/sesi.13.3.253-3428.
Coleman, M. (2005). Leadership and management in education. New York, OUP.
Coolican, M.J. (1996). How high and how low self-empowered teachers work with
Colleagues and school participants. Journal of Educational Thought, 30(2), 99-117.
Cotton, K. (2003). Principals and students’ achievement Research says. Alexandria
V.A. Association for supervision and curriculum Development.
Daft, R.L. (2005). The leadership experience. (3rd ed.). Mason, olt: Thomson, South Western.
Davies, B. (2002). Rethinking schools and school leadership for the 21st century: Changes
and challenges. International Journal of Education Management. 16(4): 196-206.
Davison, R., and Martinsons, M.G. (2002). Empowerment or enslaved? A case of
Process- based organizational change in Hong Kong. Information
Technology and people, 15(1), 42-59. http://dx.doi.org/10.1108/09593840210421516.
Dean, J. (1995). Managing the primary school, London, Routledge.
80
Dempster, N. (2000). Guilty or not: The impact and effects of site-based management on
Dimmock, C. (1995). Reconceptualising restructuring for school effectiveness and
School improvement. International Journal of Education Reform. Vol.4, No. 3 pp.
285-300.
Finn, C.E. (2002). Bureaucracy and school Leadership. http//www.google.com.
Gamage, D.T. (2008). Decentralization, school-based management and quality. New
York: Springer http:/dx.doi.org/10.1007/978-90-481.
Gaziel, H. (2009). Teachers’ empowerment and commitment at school-based and
non-school-based sites. In J. Zajda and D.T. Gamage (Eds.), Decentralization,
school-based management, and quality (pp. 216-229). New York: Springer.
http://dx.doi.org/10.1007/978-90-481-2703-0-12.
Glew, (1995). Participation in Organisations: A preview of the issues and proposed
framework for future analysis. J. Management., 21: 395-421.
Glover, E. (2007). Real principals listen. Educational leadership, 65(1), 60-63.
Goldring, E. (2006). Assessing learning centred leadership. Connections to research,
Professional standards and current practices. Journal of leadership and policy in
Schools.
Gratton, L.(2000). Living strategy: Putting people at the Heart of corporate purpose.
London: Financial Times Prentice Hall.
81
Habegger, S. (2008). Principal’s role in successful schools. Creating a positive school
Culture. Educational leadership, 88(1), 42-46.
Hallinger, P., & Heck, R. (1998). Exploring the principal’s contribution to school
Effectiveness: 1980-1995. School effectiveness and school improvement, 9(2),
157-191.
Hargreaves, A., & Fink, D. (2006). Sustainable leadership for sustainable change. San
Francisco: Jossey-Bass.
Heenan, D.A. &Bennis, W. (1999). Co-leaders. The Power of Great Partnership. John
Wiley & Sons, New York.
Huka, M.D. (2003). “A study of the Effects of Leadership Styles on Performance in KCSE
Examination in Nairobi.” Unpublished M.Ed project, University of Nairobi.
Hurley, J.C. (2001). The ship: Less may be more. http//: google.com. Accessed on 16 Sept.
Iqbal, M. (2005). Organizational structure, leadership style and physical facilities of
Public and private schools in Punjab. A doctoral dissertation, University of Punjab,
Lahore.
Iqbal, A. (2010). A comparative study of the impact of principal’s leadership styles on
Job satisfaction of teachers. Unpublished M.Ed project, UON.
82
Johnson, P.E. & Short, P.M. (1998). Principal’s leader power, teacher empowerment,
Teacher compliance and conflict. Educational management and Administration,
26(2), 147-159.
Kaplan, R.S. & Norton, D.P. (2001). The strategy-Focused organization. Boston, MA:
HBS Press.
Kathuri,N.J. & Pals, A.D. (1993). Introduction to educational research. Egerton: Egerton
University Education Book Series.
Katz, D.M. (2001). Foundations of school administration. UK: Oxford University Press
Katznmeyer, M. AND Moller, G. (1996). Awakening the sleeping Leadership
Development for Teachers. Thousand Oaks, California: Crown Press, Inc.
KEMI (2011). Diploma in Education management. Nairobi. Kenya Literature
Bureau.Kent,(1999). The modern primary school head teacher: London Ronger.
Kimacia, P. (2007). The relationship between head teachers’ leadership styles and Girls
Students’ performance in KCSE in public secondary schools in Narok sub-county,
Kenya. Unpublished M.Ed project, University of Nairobi.
King, M.B., &Newmann, F. (2001). Building school capacity through professional
Development: Conceptual and empirical considerations: The International Journal of
Education Management. 15(2), 86-93.
83
Koford, K., Krejsler, J. & Moos, L. (2008). Successful principals: telling or selling?
International journal of leadership in education, (11)4, 341-352.
Kojo, O. (2001). Integrating the Nigeria Teachers: The New approach to teaching.
Wari: Human books.
Kruger, M.L., Witziers, B., &Sleegers, P. (2007). The impact of school leadership
on school level factors: Validation of a causal model. School Effectiveness and
school improvement, 18(1), 1-20.doi:10.1080/09243450600797683.
Kutsuruba, B., Noonan, B. & Walker, K. (2008). The fragility of trust in the world of
School principals. Journal of Educational Administration. Nov.
Leithwood, K., & Riel, C. (2003). What we know about successful school leadership.
Firestone W.& Riehl C. (Eds.) A new Agenda: Directions for Research
on educational leadership (pp. 22-47). New York: Teachers‟ college press.
Leithwood, K. (2005). A review of transformational leadership research 1996-2005.
Leadership and policy in schools, 4,177-199.
Lewin, K.M. (2008). Strategies for Sustainable Financing of Primary School Education
inSub-saharan Africa. Washington DC, World Bank.
Lezotte, L. & McKee, K. (2006). Stepping up: Leading the charge to improve our
schools, Okemos, ml: Effective schools products, Ltd.
Luthan, F. (2002). Organizational Behaviour. New McGraw Hill Book Company New York
84
Marks, H., & Louis, K. (1999). Teacher empowerment and the capacity for
Organizational learning. Educational Administration Quarterly, 35, 707-750.
Marks, H.M. &Printy, S.M. (2003). Principal leadership and school performance: An
integration of transformational and transactional leadership. Educational
Administration Quarterly, 39(3), 370-397.
Marzano, R. (2005). School leadership that works: from research to results. Aurora,
co: ASCD and McREL.
Marvel, J.L. and Morton,B.A. (2006). Teacher Attrition and Mobility. Teacher follow up
Survey (NCES 2002-307) Washington DC, U.S Government printing office.
Ministry of Education, (1999). School Management Guide, Nairobi: Jomo Kenyatta
Foundation.
Ministry of Education,(2012).School Management Guide,Nairobi:Jomo Kenyatta Foundation
Mugenda, O.M. &Mugenda, A.G (2008). Research methods. Quantitative and Qualitative,
approaches. Nrb: Acts Press.
Mugenda, O.M. &Mugenda, A.G (2003). Research methods. Quantitative and
Qualitative approaches. Nrb: Acts Press.
Mulford (2000). Decision making in primary schools „International Studies in
Educational Administration‟, 28(1), 57-76.
85
Muli, M. (2005). Influence of head teacher’s management styles on performance in
Physics and KCSE in Mutomo Division, Kitui sub county, Unpublished M,Ed
Project, University of Nairobi.
Mullins, L.J. (2005). Management and Organization Behaviour. 7th Ed. Prentice Hall.
Mutai, B.K. (2000). How to write Quality Research Proposal, a complete and simplified
Research, Thelley, New York.
Nalemo, S.P. (2002). Factors influencing the choice of leadership styles in Baringo
Secondary schools.
Ngugi, F. (2006). A study of head teachers’ leadership styles and KCSE exam in public
Secondary schools in Nairobi (Unpublished M.Ed project, University of Nairobi.
Ngugi, F. (2006). Organizational structure, leadership style and physical facilities of public
and private schools in Punjab. A Doctoral dissertation, University of Punjab, Lahore.
Njiru, W.E. (1999). An investigation into the influence of head teachers’ leadership
Behaviour on students’ performance and discipline in Nairobi’s public secondary
Schools, Nairobi: Kenyatta university, M.Ed Thesis, unpublished.
Njuguna, F. (1998). A study of head teacher’s leadership styles and KCSE Examination
in public secondary schools in Nairobi, Unpublished M.Ed project, Universitof Nairobi.
No Child Left Behind. (2002). www.ed.govt/nclb
Northhouse, P.G. (2007). Leadership theory and practice (3rd ed.) Thousand Oaks, CA: Sage
86
Nsubuga, Y.K.K (2008). Developing Teacher Leadership. A paper presented at the 5th
ACP conference. Kampala, Uganda.
Nsubuga, Y.K.K. (2009). Analysis of leadership styles and schools performance of
secondary schools: A paper presented at the ACP conference. Kampala Uganda.
Nthuni, M.G.F. (2012). Leadership style factors that influence motivation of pre-school
Teachers in public schools in Embu North District, Embu County, Kenya.
Unpublished PhD Thesis, University of Punjab. Lahore, Pakistan.
Nzuve, N.M. (1999). Elements of Organizational Behaviour, University of Nairobi
Press, Nairobi.
Okoth, K.A. (2000). A study of the influence of leadership styles on performance in
KCSE Examination in public secondary schools.
Okoye, J.C. (1999). Advanced Personnel Management. An Unpublished masters lecture
Notes,NAU, Awka.
Okumbe, J.A. (1999). Educational management: Theory and practice. Nairobi: Nairobi
University Press.
Olembo, J. (1997). Head teacher training and Resource materials Development in Africa.
Paper presented at the Asia Pacific workshop on head teacher training and
Resource materials Development. University of Baroda: India.
87
Oluremi, J. (2013). Principals’ organizational management and students academic
achievement in secondary schools in Ekit-state, Nigeria. Singaporean journal of
Business Economics and management studies. Vol. 2 No. 2. 76-84.
Orodho, J.A. (2002). Techniques of writing research proposal and reports in education
and social sciences, Nairobi: Masola publishers.
Owens, R.G. (2005).Organizational Behaviour in Education 8th ed. Boston: Allyn and
Bacon.
Pont, B. (2008). Improving school governance:Policy and practice, OECD, Paris.
Pounder, J.S. (2006). Transformational classroom leadership, Educational management
and administration and leadership SAGE PUBLICATIONS, London: Thousand
Oaks and New Delhi. BELMAS vol. 34(4) 533-545.
Rice, J., &Roelike, C. (2008). Responding to teacher quality and accountability
Mandates:the perspective of school administrators and classroom teachers,
Leadership and policy in schools, (7)3, 264-295.
Rinehart, J.S. (2008). Teacher empowerment and head teacher leadership:
Understanding the influence process. Educational Administration Quarterly, 34
(Supplemented): 630-649.
Robbins, S.P. &Coultar, M. (2005). Management, 8th ed. Pearson Education, Inc. Delhi.
Roberts, J. (2000). Democratic Leadership: drawing distinctions with distributed leadership.
88
International Journal of Leadership in Education.
Rosenholtz, S.J. (1985). Effective schools: Interpreting the evidence. AM. J.Edu., 93(3):
352-388.
Rowe, W.G. (2001). Creating wealth in organizations. The role of strategic leadership.
Academy of management Executive, 15, 81-94.
Sagimo, P.O. (2002). Management Dynamics: Towards effectiveness, competence and
. productivity. Nairobi: East Africa Educational Publishers Limited.
Sekaran, U. (2003). Research method for business: A skill-building approach. New
York: John Wiley & Sons, Inc.
Seashore, L.K and Leithwood, K. (2010). Leadership; investigating the links to improve
Student learning; University of Minnesota and University of Toronto.
Stoll, L. (2003). It’s about learning and it’s about Time. London: RoutledgeFalmer
Sushila, B., (2004). Management and evaluation of schools. Nairobi: Oxford University
Press, East African Limited.
Tetty-Enyo, (1997). Critical issues in school management. Paper presented at the
Teacher management and support. Anglophone and Francophone seminar,
CCEA, London.
UNESCO, (2005). Teacher Involvement in Education Change. Regional Bureau of
89
Education for Latin America and the Caribbean: Chile.
Vain, R. (2000). Role playing method in the classroom. Chicago: Science Research
Association.
Veccio, R.P. (1998). Organizational Behaviour, New York: John Wiley and Sons Inc.
Wan, E. (2007). Teacher empowerment: Concepts, strategies and implications for schools in
Hong Kong. Teachers‟ college record, 107(4), 842-861.
Wangui, E.K. (2007). An investigation of How Leadership Styles affect performance
in public secondary schools in Mathioya Division, Murang’a sub-county,
Unpublished M.Ed project.
Wayne, K.H. (2008). Educational Administration. Theory, Research and Practice.
McGraw-Hill Publishers-New York.
Welfson, B. (1998). Train Retain and Motivate staff, management today, p.5
Williams, R. (2006). Leadership for school reform: do principal decision-making styles
Reflect a collaborative approach! Canadian Journal of Educational
Administration.
Wisker, G. (2001). The postgraduate Research Handbook. New York. Palgrave.
Zajda, J. (2006). Decentralization and privatization in education: The role of the state.
Dordrecht: Springer.http://dx.doi.org/10.1007/978-1-4020-3358-2.
Zvobgo, R.J.(1997). The state, Ideology and Education. Gweru, Mambo Press.
90
91
APPENDICES
APPENDIX I: LETTER OF INTRODUCTION
Dear Respondent,
REF: PERMISSION TO COLLECT DATA FROM YOUR INSTITUTION
I am a student at Kisii University currently pursuing a Masters Degree in Education
Management. I am carrying out a study on the „Effects of Head teachers‟ strategic leadership
on pupils‟ KCPE performance in Nambale sub-county, Busia County.‟ The purpose of this
letter is to request you to allow me carry out the study in your institution. The Data collected
shall only be used for the purpose of research and shall be kept confidential.
Yours faithfully,
PATRICK WAFULA.
92
APPENDIX 1I: HEADTEACHER’S QUESTIONNAIRE
This questionnaire is designed to gather information on effects of the head teachers‟ strategic
leadership on pupils‟ KCPE performance in public primary schools. The information will be
treated with strict confidence and will be used strictly for the purpose of this study. 0
SECTION A: BACKGROUND INFORMATION
Please tick or provide information as may be applicable.
1. Age: (a) Below 25 yrs ( ) (b) 25-35 yrs ( ) (c) 36-49 yrs ( ) (d) 50-60 yrs ( )
Gender: (a) Male ( ) (b) Female ( )
2. Indicate your highest academic achievement
(a)KCPE ( ) (b) KCSE/CSE ( ) (C) KACE ( ) (d) Any other
(specify)…
3. Indicate your highest professional qualification
(a)Certificate ( ) (b) Diploma ( ) (c) B.ED ( ) (d) M.ED ( )
4. Period served in school as a head teacher
(a) Below 5 yrs ( ) (b) 5-10 yrs ( ) (c) 11-15 yrs ( ) (d) 16 yrs and above (
)
5. Experience as a head teacher
(a) Below 5yrs ( ) (b) 5-10 yrs ( ) (c) 11-15 yrs ( ) (d) 16 yrs and above (
)
6. Period served in the profession as a teacher
93
(a) Below 5yrs ( ) (b) 6-10 yrs ( ) (c) 11-15 yrs ( ) (d) 16 yrs and above (
)
7. Type of school
(a) Mixed Day ( ) (b) Girls Day ( ) (c) Boys Day ( )
8. Pupils‟ enrolment in school
(a) below 200 ( ) (b) 200-400 ( ) (c) 401-600 ( ) (d) 601 & above
9. Number of teachers in school
(a) Below 8 ( ) (b) 8-16 ( ) (c) 17-24 ( ) (d) 25 & above ( )
SECTION B
Tick appropriately.
Always (A), Frequently (F), Occasionally (O), Never (N)
LEADERSHIP APPROACHES USED BY THE HEAD TEACHER
STATEMENT A F O N
1 I treat all staff members as equals
2 I allow teachers to deal with indiscipline cases among pupils
3 I respect the ideas and opinions of staff members
4 I allow teachers to discuss examination performance
5 I allow teachers to make and implement decisions in their departments
6 I involve teachers in setting work goals
94
HEAD TEACHER’S RELATIONSHIP WITH TEACHERS
STATEMENT A F O N
1 I outline needed changes and monitor actions closely
2 I hold staff meetings to discuss any new changes
3 I motivate staff through giving rewards
4 I embrace change
TEACHER INVOLVEMENT IN DECISION MAKING PROCESS
STATEMENT A F O N
1 I discuss school vision with the staff
2 I involve teachers in making school policies about examinations
3 I accept teachers‟ suggestions on the use of FPE funds
4 I discuss academic performance with the staff
Thank you.
95
APPENDIX III: TEACHERS’ QUESTIONNAIRE
This questionnaire is designed to gather information on effects of head teachers‟ strategic
leadership on pupils‟ KCPE performance in public primary schools. This information will be
treated with confidentiality and used for the purpose of this study. Please tick where
appropriate or fill the blank spaces.
SECTION A: BACKGROUND INFORMATION
Please tick or provide information as may be applicable.
1. Age: (a) Below 25 yrs ( ) (b) 25-35 yrs ( ) (c) 36-49 yrs ( ) (d) 50-60 yrs ( )
Gender: (a) Male ( ) (b) Female ( )
2. Indicate your highest academic achievement
(a)KCPE ( ) (b) KCSE/CSE ( ) (C) KACE ( ) (d) Any other
(specify)…
3. Indicate your highest professional qualification
(a)Certificate ( ) (b) Diploma ( ) (c) B.ED ( ) (d) M.ED ( )
4. Period served in current school as a teacher
(a) Below 5 yrs ( ) (b) 5-10 yrs ( ) (c) 11-15 yrs ( ) (d) 16 yrs and above ( )
5. Number of years in service as a teacher
(a) Below 5yrs ( ) (b) 5-10 yrs ( ) (c) 11-15 yrs ( ) (d) 16 yrs and above ( )
96
SECTION B
Tick appropriately.
Always (A), Frequently (F), Occasionally (O), Never (N)
LEADERSHIP APPROACHES USED BY THE HEAD TEACHER
STATEMENT A F O N
1 Treats all staff members as equals
2 Allows teachers to deal with indiscipline cases among pupils
3 Respects the ideas and opinions of staff members
4 Allows teachers to discuss examination performance
5 Allows teachers to make and implement decisions in their
departments
6 Involves teachers in setting work goals
HEAD TEACHER’S RELATIONSHIP WITH TEACHERS
STATEMENT A F O N
1 Outlines needed changes and monitors actions closely
2 Holds staff meetings to discuss any new changes
3 Motivates staff through giving rewards
4 Embraces change
97
TEACHER INVOLVEMENT IN DECISION MAKING PROCESS
STATEMENT A F O N
1 Discusses school vision with the staff
2 Involves teachers in making school policies about examinations
3 Accepts teachers‟ suggestions on the use of FPE funds
4 Discusses academic performance with the staff
Thank you.
98
APPENDIX IV: INTERVIEW SCHEDULE FOR SUB-COUNTY DIRECTOR
OFEDUCATION
This interview schedule is designed to gather information on the effects of head teachers‟
strategic leadership on pupils‟ KCPE performance in public primary schools. I will be asking
a series of questions to help me understand the effects of head teacher‟s strategic leadership
on KCPE performance. This information will be treated with confidentiality and will be used
for the purpose of this study only.
(A) Background Data
1. Age: (a) Below 25 yrs ( ) (b) 25-35 yrs ( ) (c) 36-49 yrs ( ) (d) 50-60 yrs ( )
Gender: (a) Male ( ) (b) Female ( )
4. Period served in current sub county as SDE /QUASO.
(a) Below 5 yrs ( ) (b) 5-10 yrs ( ) (c) 11-15 yrs ( ) (d) 16 yrs and above ( )
5. Number of years in service as SDE/QUASO
(a) Below 5yrs ( ) (b) 5-10 yrs ( ) (c) 11-15 yrs ( ) (d) 16 yrs and above ( )
Section B:
LEADERSHIP APPROACHES USED BY THE HEAD TEACHER?
1. How do head teachers treat staff members?……………………………………
…………………………………………..………………………………………………………
2. How are indiscipline cases handled in public primary schools in Nambale sub-county?
…………………………………………………………………………………………………
99
3. How do head teachers react to criticisms in their schools?………………………………
………………………………..…………………………………………………………………
4. How are mean scoretargets set in a school?..........................................................................
5. How are changes best implemented in a school set up?...........................................................
…………………………………………………………………………………………………
6. In a good performing school, who are involved in setting work goals?……………………..
…………………………………………………………………………………………………...
HEAD TEACHERS RELATIONSHIP WITH TEACHERS
1. How are changes supposed to be introduced in the school?
…………………………………………………………………………………………………
2. What is the role of the head teacher when introducing changes within a school?
…………………………………………………………………………………………………
3. How do head teachers motivate their teachers and pupils in public primary schools?
…………………………………………………………………………………………………
4. How do head teachers react to change?
………………………………………........................................................................................
TEACHER-INVOLVEMENT IN DECISION-MAKING PROCESS
1. Explain the process of forming a school vision?
…………………………………………………………………………………………………
100
2. According to the KNEC statistics, Nambale Sub County has been deteriorating in KCPE
performance since 2011. What are the reasons for this drop in performance?
…………………………………………………………………………………………………
3. What is the head teachers‟ reaction on teachers‟ suggestions on the use of FPE funds?
…………………………………………………………………………………………………
4. What do you think can be done to improve the KCPE performance in public primary
schools?
101
APPENDIX V: DOCUMENT ANALYSIS FORM
Availability of Documents
Document Available Not updated Not available
1 Pupil progress records
2 School Timetable
3 Register for teachers
4 Class registers
5 Exam analysis file
Availability of Physical facilities
Available Not available Inadequate
1 Classrooms
2 Desks, Charts
3 Play grounds
4 Reference materials
5 Library
(C) KCPE Performance in Public Primary Schools in Nambale sub-county
Year Mean score
2011
2012
2013
2014
102
APPENDIX VI: UNIVERSITY AUTHORIZATION LETTER
103
APPENDIX VII: MINISTRY OF EDUCATION RESEARCH AUTHORIZATION
104
APPENDIX VIII: RESEARCH PERMIT
105