The Influence of Principals’ Administrative Styles on Students’ Academic Performance in Public Secondary Schools in Keiyo South Sub-County, Kenya
Main Article Content
Keywords
Principals’ administrative styles, , academic performance, transformational leadership, democratic leadership, autocratic leadership, Principals’ administrative styles, academic performance, transformational leadership, democratic leadership, autocratic leadership, secondary schools, Kenya, Kenya
Abstract
Student academic performance in Kenya’s secondary schools continues to face challenges despite significant investments in curriculum and resources. Leadership, particularly the administrative styles adopted by principals, has been identified as a critical yet often overlooked factor influencing academic outcomes. This study examined the influence of principals’ administrative styles on students’ academic performance in public secondary schools in Keiyo South Sub-County, Kenya. Anchored on Transactional Theory, the study employed a mixed-methods convergent parallel design. The target population included 45 principals, 45 directors of studies, approximately 45 teachers, and an estimated 1500 students, with participants selected through stratified, systematic random, purposive, and census sampling techniques. Data were collected using questionnaires and in-depth interviews. Quantitative data were analyzed using descriptive statistics (frequencies, percentages, and means) and inferential statistics (ANOVA), while qualitative data were analyzed thematically. Findings indicated that 58.3% of teachers perceived principals as transformational leaders, 33.3% as democratic, and only 8.3% as autocratic. ANOVA results showed a statistically significant influence of autocratic (F = 4.78, p = 0.010), transformational (F = 7.65, p = 0.001), and democratic (F = 6.85, p = 0.002) leadership styles on academic performance. The study concludes that supportive and participatory administrative styles positively influence student academic outcomes and recommends continuous professional development programs to strengthen transformational and democratic leadership competencies among principals.
References
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Lewin, K., Lippitt, R., & White, R. K. (1939). Patterns of aggressive behavior in experimentally created social climates. The Journal of Social Psychology, 10(2), 271–299. https://doi.org/10.1080/00224545.1939.9713366
Louis-Omiyi, E. O., & Igenegbai, P. (2021). Principals’ characteristics and administrative effectiveness in public secondary schools in Edo State, Nigeria. International Journal of Educational Administration, Planning & Research, 13(1), 92–101. https://doi.org/10.5281/zenodo.5619801
Lumumba, K. P., Jane, K., & Simatwa, E. M. W. (2022). Influence of principals’ transformational leadership style on organizational climates of primary teachers training colleges in Lake Victoria region of Kenya. Creative Education, 13(6), 1897-1921. https://doi.org/10.4236/ce.2022.136119
Maqbool, S., Zafeer, H. M. I., Maqbool, S., Zeng, P., Draissi, Z., & Javed, S. (2024). Stance of numerous leadership styles and their effect on teaching to sustain academic performance at the high school level. Heliyon, 10(16). https://www.cell.com/heliyon/fulltext/S2405-8440(24)12469-3
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Mustoip, S., Tabroni, I., Sulaiman, S., & Marliani, L. (2023). Promoting equity and excellence in elementary education: A global approach to school management and leadership. IJOBBA: International Journal of Bunga Bangsa Cirebon, 2(2), 210-217. https://jurnal.uibbc.ac.id/index.php/ijobba/article/view/2574
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Oduro, F., Parker, D., & Mensah, E. T. (2024). The Role of Teacher Autonomy, School Climate, and “Perceptions of Value & Policy Influence” in Predicting Lower Secondary School Teachers’ Job Satisfaction in South Africa. Leadership and Policy in Schools, 1-20. https://doi.org/10.1080/15700763.2024.2313005
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Rohana, R. (2023). The influence of school leadership style and teacher motivation toward teacher performance. Journal of Social Work and Science Education, 2(1), 134–143. https://doi.org/10.52690/jswse.v2i1.134
Salsabila, U. H. (2022). Leadership styles and value systems of school principals: Teachers’ perspective towards leading schools. American Journal of Educational Research, 2(12), 877–886. https://doi.org/10.12691/education-2-12-22
Sari, N. A. B. L. (2021). The influence of work motivation and management of principal leadership on teacher performance at SMA Negeri 5 Palembang. In Advances in Social Science, Education and Humanities Research (Vol. 565, pp. 434–456). Atlantis Press. https://doi.org/10.2991/ASSEHR.K.210716.271 Atlantis Press+1
Sharma, S. N., & Adeoye, M. A. (2024). New perspectives on transformative leadership in education. EduPedia Publications Pvt Ltd.
Susanti, M. (2024). The influence of principal leadership style and teacher work motivation on teacher performance. GIC Proceeding, 1(1), 111–122. https://doi.org/10.30983/GIC.V1I1.111
Syofia, N., Yogia, M. A., Prayuda, R., Prihatin, P. S., Rosmayani, R., & Ismardi, I. (2022). Analysis of transformational leadership style of junior high school principals of 30 Pekanbaru cities. International Journal of Health Sciences, 6(S4), 589–598. https://doi.org/10.53730/ijhs.v6nS4.5574 ScienceScholar
Tedla, B. A., Redda, E. H., & Gaikar, V. B. (2021). Leadership styles and school performance: a study within an Eritrean
Agustin, Y., Suriansyah, A., & Hadi, S. (2023). The effect of transformational leadership of school principals on work discipline, work motivation, and teacher performance in state vocational schools in Banjarmasin City. International Journal of Social Science and Human Research, 6(1), 281–286. https://doi.org/10.47191/ijsshr/v6-i1-38 ResearchGateZenodo
Ahmed, S. (2024, December). Education as a catalyst for growth. The New School Dhaka. https://www.researchgate.net/publication/386547071_Education_as_a_Catalyst_for_Growth
Baidi, B., Putra, H. R., & Junaidah, J. (2020). The effect of leadership style and work motivation on work productivity for teachers in all state junior high schools of Surakarta. Universal Journal of Educational Research, 8(3D), 67–72. https://doi.org/10.13189/ujer.2020.081710
Barasa, P. L. (2021). Digitalization in teaching and education in Kenya: Digitalization, the future of work and the teaching profession project (Background report). International Labour Office. https://www.ilo.org/wcmsp5/groups/public/---ed_dialogue/---sector/documents/publication/wcms_783665.pdf
Bellibaş, M. Ş., Gümüş, S., & Liu, Y. (2021). Does school leadership matter for teachers’ classroom practice? The influence of instructional leadership and distributed leadership on instructional quality. School effectiveness and school improvement, 32(3), 387-412. https://doi.org/10.1080/09243453.2020.1858119
Berhanu, K. Z. (2025). The relationship between principals' pedagogical leadership practices and teachers' job performance: The role of sociodemographic characteristics. BMC Psychology, 13(1), 89. https://doi.org/10.1186/s40359-025-02415-7
Bwalya, A. (2023). Leadership styles. Journal of Entrepreneurship, Management and Innovation, 11(2), 181–195. https://doi.org/10.6084/m9.figshare.23932113
Duze, C. O. (2012). Leadership styles of principals and job performance of staff in secondary schools in Delta State of Nigeria. AFRREV IJAH: An International Journal of Arts and Humanities, 1(2), 224–245. International Association of African Researchers and Reviewers. Retrieved from https://www.ajol.info/index.php/ijah/article/view/106513
Espinosa Andrade, A., Padilla, L., & Carrington, S. J. (2024). Educational spaces: The relation between school infrastructure and learning outcomes. Heliyon, 10(19), e38361. https://doi.org/10.1016/j.heliyon.2024.e38361
Gelisa, G., Handayani, S., & Rosni, A. K. (2023). The influence of the principal's leadership style on increasing teacher performance at SMK Negeri 1 Tulung Selapan. International Journal of Marketing & Human Resource Research, 4(3), 99–106. https://doi.org/10.47747/ijmhrr.v4i2.1148
Hadi, S. (2025). The relationship of the principal transformational leadership, organizational culture, and work motivation with the performance of state high school teachers in Banjarbaru. International Journal of Social Science and Human Research, 6(5), 1234–1238. https://doi.org/10.47191/IJSSHR/V6-I5-37
Heenan, I. W., De Paor, D., Lafferty, N., & McNamara, P. M. (2023). The impact of transformational school leadership on school staff and school culture in primary schools—A systematic review of international literature. Societies, 13(6), 133. https://doi.org/10.3390/soc13060133
Igwe, N. N., Ozofor, N. M., & Alinno, F. C. (2017). Principals Leadership Styles and Students' Academic Performance in Enugu Metropolois: A comparative Survey of Public and Mission Secondary Schools. Archives of Business Research, 5(8), 7-30.
Jose, I., & Escote, M. J. (2024). Administrative competence of school principals: Its impact to teachers' motivation. Psychology and Education: A Multidisciplinary Journal, 24(4), 408–419. https://doi.org/10.5281/zenodo.13375387
Kaazara, A. G., & Kazaara, A. I. (2024). Autocratic management style and its effects on academic performance in schools in Kabarole District. Metropolitan Journal of Academic Multidisciplinary Research, 3(2), 60–65. https://www.researchgate.net/
publication/378480292_Autocratic_Management_Style_And_Its_Effects_On_Academic_Performance_In_Schools_In_Kab
arole_District
Karya, B. (2021). The influence of principal’s leadership style and work motivation on teacher performance at SMK Negeri 2 Tebing Tinggi. International Journal of Multidisciplinary Research and Analysis, 4(7), 1–9. https://doi.org/10.47191/ijmra/v4-i7-01
Kayombo, V. B., Matete, R. E., & Suru, M. H. (2025). Transformational leadership and its influence on pupils' academic achievement in primary schools in Tanzania. Educational Dimension.
Kichwen, C. J., & Ezekiel, O. O. (2024). Types of leadership styles by principals and academic performance in public secondary schools in Eldoret Municipality. International Journal of Recent Innovations in Academic Research, 8(7), 19–26. https://doi.org/10.5281/zenodo.13221208
Leithwood, K., & Jantzi, D. (2008). Linking leadership to student learning: The contributions of leader efficacy. Educational administration quarterly, 44(4), 496-528. https://journals.sagepub.com/doi/abs/10.1177/0013161X08321501
Lewin, K., Lippitt, R., & White, R. K. (1939). Patterns of aggressive behavior in experimentally created social climates. The Journal of Social Psychology, 10(2), 271–299. https://doi.org/10.1080/00224545.1939.9713366
Louis-Omiyi, E. O., & Igenegbai, P. (2021). Principals’ characteristics and administrative effectiveness in public secondary schools in Edo State, Nigeria. International Journal of Educational Administration, Planning & Research, 13(1), 92–101. https://doi.org/10.5281/zenodo.5619801
Lumumba, K. P., Jane, K., & Simatwa, E. M. W. (2022). Influence of principals’ transformational leadership style on organizational climates of primary teachers training colleges in Lake Victoria region of Kenya. Creative Education, 13(6), 1897-1921. https://doi.org/10.4236/ce.2022.136119
Maqbool, S., Zafeer, H. M. I., Maqbool, S., Zeng, P., Draissi, Z., & Javed, S. (2024). Stance of numerous leadership styles and their effect on teaching to sustain academic performance at the high school level. Heliyon, 10(16). https://www.cell.com/heliyon/fulltext/S2405-8440(24)12469-3
Mendels, S. (2012). "How Principals Affect Students and Schools: A Systematic Synthesis of Two Decades of Research." The Wallace Foundation. Available at: https://www.wallacefoundation.org/knowledge-center/documents/how-principals-affect-students-and-schools.pdf
Miano, M., Atieno, M., & Barasa, V. N. (2023). Principals’ transformative leadership on the performance in science subjects in girls’ public secondary schools in Tharaka Nithi County. East African Journal of Education Studies, 6(3), 53–70. https://doi.org/10.37284/eajes.6.3.1475
Mustoip, S., Tabroni, I., Sulaiman, S., & Marliani, L. (2023). Promoting equity and excellence in elementary education: A global approach to school management and leadership. IJOBBA: International Journal of Bunga Bangsa Cirebon, 2(2), 210-217. https://jurnal.uibbc.ac.id/index.php/ijobba/article/view/2574
Natembeya, N., Atoni, R., & Ndaita, J. (2023). Teachers’ professional knowledge and practice on students’ performance in public secondary schools in Keiyo South Sub County, Kenya. The International Journal of Humanities & Social Studies, 11(4), 10–18. https://doi.org/10.24940/theijhss/2023/v11/i4/HS2304-014
Nofrial, N., Syah, N., & Purwanto, W. (2019). The relationship of teacher perceptions about principal’s leadership and work motivation with teacher performance. Journal of Education Research and Evaluation, 3(3), 123–126. https://doi.org/10.23887/jere.v3i3.21852 eJournal Undiksha
Nunayon, A. S. (2022). Leadership traits and principals' administrative effectiveness in public secondary schools in Eket Senatorial District of Akwa Ibom State, Nigeria. International Journal of Education and Science Development, 2(4), 45–57. https://doi.org/10.5281/zenodo.6923451
Oduro, F., Parker, D., & Mensah, E. T. (2024). The Role of Teacher Autonomy, School Climate, and “Perceptions of Value & Policy Influence” in Predicting Lower Secondary School Teachers’ Job Satisfaction in South Africa. Leadership and Policy in Schools, 1-20. https://doi.org/10.1080/15700763.2024.2313005
Othieno, J., Bakashaba, E., & Ssendagi, M. (2024). Assessment of teacher motivation through the relationship between teacher training and academic performance of pupils in primary schools in Tororo District: A cross-sectional study. SJ Education Research Africa, 1(1), 10. https://doi.org/10.51168/hby6yb65 SJ Education Research Africa
Oyugi, M., & Gogo, J. O. (2019). Influence of principals’ leadership styles on students’ academic performance in secondary schools in Awendo Sub-County, Kenya. African Educational Research Journal, 7(1), 22–28. https://doi.org/10.30918/AERJ.71.18.096
Rinaldi, E. A., Suhaimi, & Dalle, J. (2021). The influence of transformational leadership of principals, work ethic, and motivation to achievement for teacher performance of vocational high school in Banjarmasin City. Journal of K6 Education and Management, 4(2), 232–243. https://doi.org/10.11594/jk6em.04.02.11 DOI
Robinson, V., Hohepa, M., & Lloyd, C. (2009). School Leadership and Student Outcomes: Identifying What Works and Why. Best Evidence Synthesis Iteration. Ministry of Education, New Zealand. Available at: https://www.education.govt.nz/assets/Documents/School/Leadership/SchoolLeadershipAndStudentOutcomesBES.pdf
Rohana, R. (2023). The influence of school leadership style and teacher motivation toward teacher performance. Journal of Social Work and Science Education, 2(1), 134–143. https://doi.org/10.52690/jswse.v2i1.134
Salsabila, U. H. (2022). Leadership styles and value systems of school principals: Teachers’ perspective towards leading schools. American Journal of Educational Research, 2(12), 877–886. https://doi.org/10.12691/education-2-12-22
Sari, N. A. B. L. (2021). The influence of work motivation and management of principal leadership on teacher performance at SMA Negeri 5 Palembang. In Advances in Social Science, Education and Humanities Research (Vol. 565, pp. 434–456). Atlantis Press. https://doi.org/10.2991/ASSEHR.K.210716.271 Atlantis Press+1
Sharma, S. N., & Adeoye, M. A. (2024). New perspectives on transformative leadership in education. EduPedia Publications Pvt Ltd.
Susanti, M. (2024). The influence of principal leadership style and teacher work motivation on teacher performance. GIC Proceeding, 1(1), 111–122. https://doi.org/10.30983/GIC.V1I1.111
Syofia, N., Yogia, M. A., Prayuda, R., Prihatin, P. S., Rosmayani, R., & Ismardi, I. (2022). Analysis of transformational leadership style of junior high school principals of 30 Pekanbaru cities. International Journal of Health Sciences, 6(S4), 589–598. https://doi.org/10.53730/ijhs.v6nS4.5574 ScienceScholar
Tedla, B. A., Redda, E. H., & Gaikar, V. B. (2021). Leadership styles and school performance: a study within an Eritrean
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Aug 29, 2025
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Chepkwony , C. C., Kimotho, M., & Atoni , R. (2025). The Influence of Principals’ Administrative Styles on Students’ Academic Performance in Public Secondary Schools in Keiyo South Sub-County, Kenya. Journal of Research in Education and Technology, 3(2), 104–122. https://doi.org/10.69897/joret.v3i2.273
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Author Biographies
Consolata Cherop Chepkwony , Department of Educational Administration and Planning, School of Education, Catholic University of Eastern Africa, P.O. BOX 908-30100 Eldoret, Kenya
Department of Educational Administration and Planning, School of Education, Catholic University of Eastern Africa, P.O. BOX 908-30100 Eldoret, Kenya
Michael Kimotho, Department of Educational Administration and Planning, School of Education, Catholic University of Eastern Africa, P.O. BOX 908-30100 Eldoret, Kenya
Department of Educational Administration and Planning, School of Education, Catholic University of Eastern Africa, P.O. BOX 908-30100 Eldoret, Kenya
Rose Atoni , Department of Educational Administration and Planning, School of Education, Catholic University of Eastern Africa, P.O. BOX 908-30100 Eldoret, Kenya
Department of Educational Administration and Planning, School of Education, Catholic University of Eastern Africa, P.O. BOX 908-30100 Eldoret, Kenya