The Role of Head Teachers in Instructional Leadership and Implications on K.C.S.E Performance: A Case of Muthambi Division, Kenya
Kathie, Rose Daisy
MetadataShow full item record
If schools are to progress academically, the principal cannot allow daily duties to interfere with the leadership role in curriculum (Berlin, 1988). The purpose of this study was to investigate the role of head teachers in instructional leadership and the implication to students' performance. The main objective was to find out how instructional leadership in schools influences students performance. The study was conducted using a sample of eight headteachers, eight deputies and sixteen teachers from all the public secondary school in Muthambi Division, Maara district. A stratified sampling technique was used to ensure equal representation of each of the two zones in Muthambi Division. The school clusters was stratified into day mixed secondary, girls boarding secondary schools, boys boarding secondary schools and mixed boarding secondary schools. The schools were then sampled again to ensure each stratum was represented. Simple random sampling method was used where more than one school met the selection criteria. A descriptive survey design was employed and data was collected using questionnaires and interview schedule. The questionnaire was administered to all deputy heads and teachers in the sampled schools. Interview guide was administered to the heads teachers of the sampled schools. Then data was analyzed using descriptive statistics namely mean, mode, median standard deviation and percentages. The study established that most deputies and teachers were not satisfied with instructional leadership provided by their principal so expressed negative views on their school leadership. On the other hand, the study concluded that head teachers' involvement in academic activities such as internal classroom supervision and checking teachers'/students' work leads to high academic performance. The study recommended that head teachers should actively be involved in academic activities so as to influence the school academic performance. The study also recommended that the ministry of Education should plan leadership training programmes for serving principals in order to empower them to become effective instructional leaders in their schools for better academic performance.