Head Teachers' Leadership Competencies and its Influence on Learners Academic Performance in Public Primary Schools in Matuga Sub-County, Kenya
Main Article Content
Keywords
Headteacher, interpersonal competencies, conflict management
Abstract
This study sought to establish the influence of head teachers’ leadership competencies on learners’ academic performance in public primary schools in Matuga Sub-County, Kenya. Its specific objectives were to establish the influence of head teachers, interpersonal skills competencies and conflict management competencies on pupils’ academic performance in public primary schools. The study employed descriptive research design. The target population was 530 teachers, which included 40 head teachers, 40 deputy head teachers and 450 teachers. A sample size of 30% of the total population comprising 12 head teachers,12 deputy headteachers and 135 teachers was drawn. Data was collected from teachers using questionnaire while the deputy headteachers and head teachers were interviewed. the validity of the instruments was established by expert scrutiny by the supervisor. To ensure reliability of the research tools, a reliable 0.81 Cronbach’s coefficient alpha index was obtained from the piloted questionnaires. Collected data was cleaned, coded into SPSS and analyzed using descriptive statistics and results were then presented using frequencies and percentages on tables The study established that headteachers influenced learners’ academic performance by encouraging their achievement of vision and mission, addressing their concerns effectively, demonstrating empathy and understanding when dealing with learners’ diverse backgrounds and perspectives. In managing conflicts at school, head teachers influenced learners performance by handling their interpersonal conflicts in a fair and equitable manner, effectively addressed conflicts within the school community in a timely manner, remains calm and composed when dealing with challenging conflict situations and ensures that conflicts are resolved in a way that promotes the overall well-being of the school community and effectively managed conflicts involving school constituents and other stakeholders. This study recommends that headteachers ought to demonstrate more effective interpersonal skills and encourage open and constructive dialogue during conflict resolution processes.
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Susan Makundi , Department of Educational Management and Curriculum Studies, School of Education, Mount Kenya University, P.O Box 42702-80100 Mombasa, Kenya
Department of Educational Management and Curriculum Studies, School of Education, Mount Kenya University, Mombasa, Kenya
Stephen Tomno Cheboi , Department of Educational Management and Curriculum Studies, School of Education, Mount Kenya University, P.O Box 2591 - 30100, Eldoret, Kenya
Department of Educational Management and Curriculum Studies, School of Education, Mount Kenya University, Eldoret, Kenya