Effect Of Headteachers’ Leadership Practices On Pupils' Academic Achievements In Primary Schools In Kisii Central Sub County, Kisii County, Kenya

Research has shown that the quality of leadership makes the difference between the success and failure of a school in highly effective schools, as well as schools which have reversed a trend of poor performance and declining achievement. The purpose of the study was to investigate effect of headteachers' leadership practices on pupils' academic achievement in Kenya Certificate of Primary Education in Kisii Central Sub County, Kisii County, Kenya. The study objectives were: to investigate the effect of headteachers’ communication practices on pupils academic performance in KCPE; to examine the effect of headteachers’ instructional supervision practices on pupils academic performance in KCPE; to establish the effect of head teachers’ motivation on pupils academic performance in KCPE and to find out the effect of head teachers’ role modeling on pupils academic performance in KCPE . The study was guided by education production function theory and path –goal theory. The study adopted descriptive survey design. The study targeted 9 headteachers’ and 70 teachers. The head teachers' and the teachers were targeted because they are well informed on the Head teachers' leadership practices and how they influence academic achievements of pupils in public primary schools in Kisii County. Since the target population was too small, the researcher used census sampling method. Questionnaires were structured so as to capture general knowledge on Head teachers’ leadership practices while the document analysis of Kisii Central Sub County K.C.P.E. 2015 to 2017 results was done. The content and construct validity of the data collection instruments were ascertained by presenting the instruments for scrutiny by the researcher’s two university supervisors. Reliability of the preschool teachers’ questionnaire was ascertained through test-retest technique. Data were analysed by both descriptive and inferential statistics. Descriptive statistics such as frequencies, means, standard deviations and percentages were used. The formulated four null hypotheses were tested using multiple regression analysis. The study four independent variables contributed 73.5 % of variance in pupils’ academic performance (R2 = 0.735). Head teachers’ role modeling had the most significant relative contribution to the prediction of pupils’ academic performance (β = 0.538, p < 0.05), followed by head teachers’ instructional supervision (β = 0.486, p < 0.05), head teachers’ communication practices (β = 0.312, p < 0.05), while head teachers’ motivation of teachers’ and pupils’ had the least and insignificant influence (β = 0.208, p = 0.142).