Head Teachers’ Leadership Styles and Teachers’ Work Performance in the Integration of Learners with Visual Impairment in Lamu County, Kenya
Ahmed, Barghash Abdalla
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Leadership style can be a major factor in not only in production industry but in all spheres where human effort is required for better output. School academic output and performance can be attributed to various causal factors. Persistent academic under performance has for a while been characteristic of most learners in Kenya and particularly Lamu County. Lamu County is among the bottom performing regions in Kenya as per studies by Uwezo (2012; 2014). This is more pronounced in integrated schools. The purpose of this study was to explore the implication of head teachers’ leadership styles on teachers’ work performance in the integration of learners with visually impairment (VI) in the integrated public primary schools in Lamu County, Kenya. The study was guided by four objectives; to determine the leadership styles employed by head teachers in the integrated public primary schools in Lamu County; to establish teachers’ perspective on leadership styles employed by head teachers in integrated public primary schools in Lamu county Kenya; to determine whether head teachers’ leadership styles affect teachers’ work performance in integrating learners with visual impairment in public primary schools in Lamu County, Kenya and to determine strategies head teachers employ in promoting effective leadership styles. The study employed descriptive research design. The population of the study was all schools implementing integration of learners with visual impairments (VI). Head teachers and teachers of the schools formed the study population. Purposive sampling was used to draw a sample of 9 and 42 head teachers and teachers respectively. Douglas McGregor’s model- (Theory X and Theory Y), (1961) guided the study. Data was analysed using descriptive and inferential statistics. Descriptive statistics involved the use of frequencies and percentages. It was established that head teachers perceived theirs a democratic leadership while teachers indicated that they used autocratic leadership. The study further revealed that leadership styles have a significant influence on teachers’ performance. The study recommends that teacher education curricula needs to be enhanced to include effective leadership styles. There is need for further research on this subject on a larger population to determine the extent leadership affect inclusion in education.