The Extent to which Instructional Leadership Practices by Head Teachers Contribute to Students’ Academic Performance in Machakos County, Kenya

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dc.contributor.authorMutuku, Muasya, P.
dc.contributor.authorFelicita, Njuguna, W.
dc.contributor.authorOgola, Martin
dc.date.accessioned2021-11-29T13:09:59Z
dc.date.available2021-11-29T13:09:59Z
dc.date.issued2017
dc.descriptionA Research Article in European Journal of Education Studiesen_US
dc.description.abstractThe purpose of this study was to assess the extent to which instructional leadership practices by head teachers contribute to students’ academic performance. Machakos County was chosen for this study due to its low performance by many students in the Kenya Certificate of Secondary Education Examination in most secondary schools in the recent years (2009-2013). Instructional leadership practices chosen were included defining the school mission, managing the school instructional programme, providing a conducive working climate and providing incentives for teaching and learning. The study applied Survey design. From 176 public secondary schools, stratified sampling technique was used to select 38 head teachers, 190 teachers and 345 students from among high and low performing secondary schools. The study used the Head Teacher Questionnaire (reliability 0.78), Teachers Questionnaire (reliability 0.74) and the students Questionnaire (reliability 0.75). The response was 87.5%. Multiple regression analysis was done to test the extent to which head teachers instructional practices influences on students’ performance, while linear regression was used to determine the most influential leadership practice. It was established that the Bowman and Deal’s leadership theory is applicable to Kenyan schools, with the provision of incentives for learning and teaching being the most important leadership practice towards the teaching and learning process.en_US
dc.identifier.citationMutuku, M; Ogola, M., & Njuguna, F. (2017). The Extent to which Instructional Leadership Practices by Head Teachers Contribute to Students’ Academic Performance in Machakos County, Kenya. European Journal of Education Studies, 2017en_US
dc.identifier.issn2501 - 1111
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/23059
dc.language.isoenen_US
dc.publisherEuropean Journal of Education Studiesen_US
dc.subjectHead teachersen_US
dc.subjectRegression analysisen_US
dc.subjectMissionen_US
dc.subjectManagementen_US
dc.subjectSchool working climateen_US
dc.subjectIncentivesen_US
dc.titleThe Extent to which Instructional Leadership Practices by Head Teachers Contribute to Students’ Academic Performance in Machakos County, Kenyaen_US
dc.typeArticleen_US
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