Influence of Head Teachers’ Leadership Style on Students’ Academic Performance in Private Secondary School in Banadir Region, Somalia

Abstract

The purpose of this study was to investigate the influence of head teachers‟ leadership styles on students‟ academic performance in secondary schools in Banadir region, Somalia. The study objectives were; to establish the influence of laissez-faire leadership style on students‟ academic performance in Banadir region, to determine how autocratic leadership style influences students‟ academic performance in secondary schools in Banadir region, to find out the influence of democratic leadership style on students‟ academic performance in secondary schools in Banadir region and to examine the influence of transformational leadership style on students‟ academic performance in secondary schools in Banadir region. The study was based on Fielder‟s contingency theory of leadership and employed descriptive survey research design. The target population consisted of 560 form four head teachers, 4480 form four teachers and 14000 form four students for a total of 19040 in Banadir region. Reliability was determined through Cronbach‟s Alpha coefficient method. The study had a sample of 400 respondents, which consisted of 40 head teachers, 120 teachers, and 240 students. A pilot study was conducted to pre-test the reliability and validity of the instrument. Quantitative data was analyzed using the SPSS software version 20. Frequencies and percentages were also used to discuss the findings, while the qualitative data was analyzed through the use of content analysis and presented in tables, pie charts and par graphs. The findings of this study exposed that democratic leadership style and the transformational leadership are the most commonly used styles in private schools and both have positively influenced the academic performance of students. Additionally, the study also revealed that both the head teachers‟ laissez faire and autocratic manners have negatively influenced academic performance of the students. The study has also found that democratic heads delegate some of their powers to the teaching staff to enhance the subordinates‟ self-worth. Transformational heads stimulate teaching staff and students. Unlike that, laissez faire leaders delegate their duties to the staff and not responsible. Like that, autocratic leaders are too rigid which might frustrate their subordinates leading to low morale. Finally, the study recommends that head teachers should employ democratic and transformational leadership styles for better performance. They should lug students‟ academic performance positively in a constructive Decentralized, self-directed and moderate manner because this will positively influence the academic fulfillment of the students. Head teachers should avoid the use of autocratic and the laissez-faire leadership styles which does not let the teachers and students to be on their most excellent and also permit to delegate responsibility to teachers and students respectively. The federal and regional governments should encourage head teachers to adopt democratic and transformational leadership. The ministry of education should organize courses for head teachers in leading practices that can lead to improved performance by the students. The study also recommends a replica of this study to be conducted in other regions.