Principals’ Leadership Skills and Their Influence on Students’ Academic Performance in Public Secondary Schools in Kakamega County, Kenya
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Date
2025-06
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Kenyatta University
Abstract
In a school setting, the technical, interpersonal, and conceptual abilities of principals are critical leadership qualities required for academic success. Research indicates that the majority of public secondary schools have consistently documented poor academic achievement from their students. Thus, the purpose of this study was to determine how leadership skills of principals affect the academic achievement of students in public secondary schools in Kakamega County. The study was guided by the following objectives: to determine the influence of principals’ technical skills on students' academic performance in public secondary schools in Kakamega County; to determine the influence of human relations skills of principals on students' academic performance in public secondary schools in Kakamega County; and to determine how conceptual skills of school principals affect students' academic performance in public secondary schools in Kakamega County. This research applied Katz's talent theory of leadership. The study also made use of a correlation research design. A total of 3,350 teachers, 1104 head of departments, 276 deputy principals, and 276 principals of secondary schools in Kakamega County made up the target population of 5006 subjects. The study sampled 152 respondents, which comprised of 8 principals, 8 deputy principals, 34 HODs and 102 teachers. Stratified simple random sampling and purposive sampling techniques were applied to the 152 sampled participants. Questionnaires were used to collect data from teachers, deputy principals and heads of departments and an interview guide provided for the principals. The instruments were tested for content validity through expert judgment from educational experts and reliability through Cronbach alpha. A reliability index above 0.70 was acceptable for this study. Regression analysis was one of the inferential statistics used to ascertain the influence of the independent factors on the dependent variables. The study discovered that the academic performance of public secondary schools in Kakamega was positively and significantly influenced by the technical, conceptual, and interpersonal skills of the principals. The study found that academic performance in Kakamega's public secondary schools was highly influenced by the technical, conceptual, and interpersonal skills of the principals. The study concluded that availing sufficient resources to the teachers enhances the teachers’ productivity and thus enhancing the students’ performance. In addition, in enhancing the school performance, principal assists teachers in selecting/developing instructional materials. The study concluded that school performance is improved by making sure teachers comprehend the school's vision and mission, which is the principal's role. The principal should however provide guidance to the teachers on ways to achieve the school’s vision and mission. Principals should create capacity-building initiatives that give educators the chance to learn new teaching methods, hone their craft, and ultimately boost their motivation. According to the research, principals may make sure that staff members receive the right resources when they need them. The study suggests that a policy be made that will make it mandatory for any one being posted to a principal position to possess the right human relation skills. The policy should guide the teachers service commission to assessing the principals’ human relations skills during interviews.
Description
A Research Thesis Submitted in Fulfillment of the Requirements for the Award of the Degree of Master of Education (Educational Administration) in the
School of Education and Lifelong Learning,
Kenyatta University, June 2025
Supervisor:
1.Janerose Kibaara
2.Peter Muchanje