EFFECT OF PRINCIPALS' LEADERSHIP STYLES ON ACADEMIC ACHIEVEMENT IN PUBLIC SECONDARY SCHOOLS IN KIMININI SUB-COUNTY, TRANS-NZOIA COUNTY, KENYA

Bonaventra Irene, Dr. Peter Simotwo, Dr. Emily Chepkoech

Abstract


The purpose of the study is to analyze the effect of principals' leadership styles on academic achievement in public secondary schools in Kiminini sub-county, Trans-Nzoia County, Kenya. The study was guided by the following specific objectives: to assess the effect of transformational leadership style on academic achievement in public secondary schools in Kiminini sub-county, Trans-Nzoia County and to investigate the effect of democratic leadership style on academic achievement in public secondary schools in Kiminini sub-county, Trans-Nzoia County. The study was anchored on Human Relation Theory. Descriptive survey research design was employed. A sample size of 335 respondents was determined from a target population of 1096 people using Krejcie and Morgan Table. Questionnaires were used in collecting primary data. The study employed both descriptive and inferential statistics in analysis. Results established varied disparities in academic achievement. Results demonstrated that principals’ leadership styles (transformational and democratic leadership style) yield statistically significant influence on academic achievement. The study recommends more pursuit of principals’ leadership styles as demonstrated in the human relation theory framework to enhance academic achievement. Investors, school management, government, researchers and academicians may greatly benefit from this study as it provides viable insights that could guide decisions to serve their interests on the critical subject of enhanced academic achievement.

Keywords: Transformational Leadership, Democratic Leadership, Academic Achievement 


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