ABSTRACT

KCSE performance in Kenya is affected by many factors and key among them is leadership styles of the head teachers. In addition to this, the head teacher's decision, ability and capability to lead play a major role as well all of which are informed by good leadership styles. Research has revealed that the leadership styles and management of schools play a major role in influencing the performance of students. The nature of leadership style adopted by any head teacher may be a key factor affecting performance. This therefore prompted this study that aimed at determining the effect of head teacher‟s leadership styles on the KCSE performance. The specific objectives were to determine the effect of head teacher's decision making styles on KCSE performance in Embu East Sub County of Embu County, to find out the influence of head teacher's communication skills on KCSE performance in Embu East Sub County of Embu County. Also, to establish the effect of head teacher's motivation skills on KCSE performance in Embu East Sub County of Embu County and determining the effect of the head teacher‟s leadership style to KCSE performance in Embu East Sub County of Embu County. The study employed correlation design to establish the relationships between head teacher leadership and KCSE performance. The study utilized a structured questionnaire as the primary research instrument to collect primary data. The target population comprised 938 respondents who included: 46principals, 290 teachers, and 602 students. A sample of 272 respondents were selected from the target population composing of 10 head teachers, 100 teachers, and 162 students. Cronbach Alpha was used to establish the reliability of the instruments. For content validity, expert judgment was sought from the supervising lecturer and other experts in the field of education management. A multiple linear regression analysis was used to determine the relationship between the dependent and the independent variables. Quantitative data were analyzed using SPSS to determine the means. The results were further presented using pie charts and tables. The major finding of this study was that head teachers who consulted key stakeholders in their decision making were more successful in their work and performance in their schools improved. The major recommendation made by this study was that for performance in schools to improve there was need for continuous training of the headteachers on the importance of inclusivity in decision making, communication as well as motivation styles to enhance their leadership skills. The Teachers Service Commission should consider carrying out leadership and management in-service courses to all head teachers to prepare them adequately for their tasks.