Influence of Head Teachers’ Leadership Style on Students’ Academic Performance in Private Secondary School in Banadir Region, Somalia
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Date
2020
Authors
Ahmed-Rashid, Mohamed Abdi
Journal Title
Journal ISSN
Volume Title
Publisher
Kenyatta University
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.
Description
A Research Project Submitted to Department of
Educational Management, Policy and
Curriculum Studies in Partial Fulfillment of
The Requirement for the Award of Degree of
Master of Education, School of Education,
Kenyatta University
Keywords
Leadership Style, Academic Performance, Private Secondary School, Banadir Region, Somalia, Laissez-faire leadership style, Autocratic leadership, Democratic leadership