Head Teachers’ Leadership Dynamics and Teachers’ Integration Performance: A Case of Public Integrated Primary Schools in Lamu County Kenya
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Date
2019-08
Journal Title
Journal ISSN
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Publisher
International Journal of Research and Innovation in Social Science (IJRISS)
Abstract
Integration in education has lately taken center stage
in public schools in Kenya. This study examined the type of
leadership head teachers used and their teachers’ performance
in promoting integration in the schools. The study was carried
out in integrated public primary schools with learners with VI in
Lamu County Kenya. The aim of the study was to identify the
leadership styles applied by head teachers and its effects on
teachers’ performance in integration of learners with visual
impairment (VI) in the regular schools in Lamu county Kenya.
The study was guided by Douglas McGregor‘s model- Theory X
and Theory Y (1961). This study was conducted using
exploratory study design. The target population for the study
was 506 educators; 86 head teachers and 420 teachers. Purposive
sampling was used to select the respondents. The sample size
consisted of 18 head teachers and 42 teachers. Content analysis
was used to test the validity of the research instruments while a
reliability coefficient was used to test the instruments’ reliability.
Descriptive statistics involved the use of frequencies and
percentages. Relationship between independent and dependent
variables was accepted at 95% confidence level. The study
results revealed that various leadership styles are being
employed by head teachers in integrated public primary schools
in Lamu County. The main leadership styles found are
democratic and autocratic leadership. The study further reveals
that the type of leadership has a significant influence on teachers
‘performance. The influence was found to vary based on the type
of leadership among head teachers. For example democratic
leadership style showed a significant positive influence on
teachers’ performance. The study recommends that teacher
education curricula needs to be enhanced to include effective
ways of leadership style in order to improve teachers’
performance in integrated school settings
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Citation
Ahmed, B. A., Nzoka, S., & Ouko, O. H. (2019). Head teachers’ leadership dynamics and teachers’ integration performance: A case of public integrated primary schools in Lamu County, Kenya. International Journal of Research and Innovation in Social Science (IJRISS), 3(8), 618–624. http://www.rsisinternational.org