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Influence of Situational Leadership Style on Pupils

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primary school learners in Uriri sub County of Migori County. The study therefore concluded that for primary schools in Uriri Sub County to improve on the academic performance of their pupils they have to adopt the right leadership style that will motivate both the teachers and the students to work hard and there. The study recommends that Head ...



International Journal of Science and Research IJSR
ISSN 2319 7064
Index Copernicus Value 2016 79 57 Impact Factor 2017 7 296
values Most studies carried out on Head teachers in Africa Therefore there is a limited understanding about the
Ngware Sang 2009 have focused mainly on problems influence of leadership on schools academic performance
facing Head teachers in restricted contexts In Nigeria a not only in Uriri Sub County but in Migori County as a
study by Yusuf 2012 autocratic leadership styles influence whole
academic achievements because they adopt harsh leadership
styles which are widely detested by teachers and students 1 1 Statement of the Problem
alike It implies that the more autocratic styles used the
poorer it influences academic achievements Performance of majority of pupils in Uriri sub County in
Migori County has been below average Majority of the
In Uganda a study by Kuloba 2010 indicated that Head public primary schools in the sub county 60 out of the 93
teachers who use transactional leadership style and public primary schools with an average score marks of 245 7
delegation of duties to teachers make them committed in KCPE for the last five years The trend was as follows
hardworking and satisfied with their job thus performing mean score for 2010was 246 4marks 2011 was 244 1 2012
well This is supported by Okumu 2006 whose was 246 4 2013 was 249 3 2014 was 246 3 and 2015 was
investigation into leadership style and its effects on 241 7 This implies that very few pupils join national and
management of secondary schools in Kampala District County Secondary schools yet all the primary school in the
found out that effective delegation has positive effects on the county have qualified teachers and supportive teaching
management of secondary school in terms of motivation learning resources to enhance effective learning and hence
commitment satisfaction discipline and general good academic performance in KCPE Although a number
improvement in teacher performance in secondary schools of studies have been conducted to establish the causes of
The study finding revealed that proper Head teacher s poor performance in schools but majority have considered
leadership on teachers based on their knowledge skills leadership from the traditional theories view point and the
talents and experience enhanced performance results have shown mixed reactions on the relationship
between the variables The few studies that have considered
In Kiambu County Kenya a study by Wanjiku 2003 on the strategic perspective of leadership style have also
effects of Head teacher s leadership styles and performance indicated mixed results and also have not been common in
of examinations in public primary schools shows that Head learning institutions These contradictory findings about the
teacher s leadership style impact on students performance role of leadership and performance of institutions of learning
in KCPE positively or negatively In addition the Ministry of suggest that there is need for further study to empirically
Education is frequently conducting workshops for Head link the two variables that is leadership styles and academic
teacher s and deputies on leadership in order to help improve performance particularly in learning institutions and
their leadership skills KEMI 2011 However despite this establish whether the performance of these schools can
effort most primary schools performance is still wanting improve with the best leadership style
especially in Migori County and particularly in Uriri Sub
County where most of the schools are still getting mean 1 2 Main Objective
standard score of below 250 Marks in the Kenya Certificate
of Primary Education KCPE Migori County has been The purpose of the study was to determine the influence of
trailing behind other counties in KCPE since 2012 in situational leadership styles on academic performance of
comparison to top performing counties in Kenya The KCPE pupils in public primary schools in Uriri Sub County Migori
2012 results shows that Migori County was ranked number County
27 with mean standard score of 246 marks and in 2013
Migori county was ranked Number 26 with a mean standard 1 3 Research hypothesis
score 248 Migori County Education Office 2014 This The study was guided by the following research hypothesis
indicates that the performance of the county is below H01 Situational leadership styles have no significant
average and there is need for research to establish the root influence on pupil s academic performance in KCPE in
cause of this poor performance in these schools public primary schools in Uriri Sub County Migori County
The academic performance was measured through grading 1 4 Significance of the Study
used in KCPE The Kenya National Examination Council
Act 2012 the grading system in KCPE is very good good The findings of this study are expected to be useful to the
average poor and very poor The analysis was based on education policy makers and implementers in the various
KCPE performance The high percentage of poor performing fields of education The study is expected to shed light on
schools reflects the poor performance in Uriri sub County of the influence of selected leadership styles of Head teacher s
Migori County The poor performance in examination is on the academic performance This is expected to be useful
costly for any county since education is a major contribution to authorities who appoint and deploy school Head teacher s
to economic growth This cannot be explained by lack of as well as those who monitor the academic performance It
resources understaffing in adequate curriculum delivery is also expected to be used by those in support supervision
and lack of trained personnel Head teacher s play a and monitoring of schools where special emphasis will be
significant role in determining academic performance in a placed on the factors which influence the academic
school due to their tasks and roles Though a lot of research performance in schools The leaders in the Ministry of
has been done in the area of school leadership little has Education shall benefit from the study because the findings
focused on establishing the relationship between leadership may guide them in prioritizing the allocation of resources
styles and academicperformances in public primary schools The study findings are expected to motivate future
Volume 7 Issue 10 October 2018
www ijsr net
Licensed Under Creative Commons Attribution CC BY
Paper ID ART20191037 DOI 10 21275 ART20191037 673
International Journal of Science and Research IJSR
ISSN 2319 7064
Index Copernicus Value 2016 79 57 Impact Factor 2017 7 296
researchers to identify other leadership related factors with a development of followers providing support recognition of
view to establish the role each factor plays in the overall individual differences and development of the provision
school performance in the school In terms of the system of Transactional leadership is much more appropriate in a good
performance appraisal of school managers the findings of social mechanism This study will also consider situational
the study will also indicate the strength of leadership styles leadership in studying performance of schools since it
and their contribution to the welfare and performance of the involves the elements of charisma to inspire to meet the
school For those responsible for organizing induction individual needs encourage them intellectually and besides
courses for newly appointed school managers the study need to understand the environment that is most appropriate
would provide some lessons to draw on The study will also to enhance performance
shed light on the view of leadership as involving more than
the leader s personality and focusing on leaders as 2 2Academic Performance
Armstrong 2001 contends that performance refers to both
2 Review of Related Literature behaviors and results and adjusting organization behaviors
and actions of work to achieve results or outcomes
2 1 Leadership as a process According to Yusuf 2008 in the school environment
therefore performance should not only be defined in terms
Leadership is the process of influencing people to act for the of test scores examination results and students ability to
accomplishment of specified objectives while Sheikh apply what is learnt and the rate at which students move on
2001 described a leader as a person who motivates a group to higher institution of learning but should consider the
of people to achieve its tasks and maintain team unity performance of school in area like equipping learners with
throughout the process Many people tend to believe that a requisite skills for survival The term academic performance
leader implies one person dominating another person or a has been described as the scholastic standing of a student at
group of peoples perfect leader unifies embodies the a given moment It refers to how an individual is able to
opinion of the people to any desired goals Leadership thus demonstrate his or her intellectual This scholastic standing
is not only a personality trait but the way a superior or could be explained as the grades obtained in the course or
leader relates with his followers It is the quality of bringing groups of courses taken Oweyemi 2000
together the people of diversified opinions together with
those of similar opinions Leadership is a key factor to The contradictory findings about the role of leadership in
improve the condition of any department and also the same organizational performance suggest that there is more need
in school aspects Functional schools and outstanding to study the role of leadership in organizational
performance do not exist without effective leadership style performance Wang et al 2011 suggest that there is need to
Northouse 2004 study on the role of leadership in organizational performance
because of the limited but contradictory results from
Discussions of leadership in the 20th century essentially previous studies While researchers have noted a positive
began with the trait approach While this perspective is now correlation between relation oriented behavior and
seen as incomplete there has been recent renewed interest in performance results are less conclusive regarding the
characteristics of effective leaders In spite of the performance impact of a leader s task oriented behavior
questionable premise of trait theory as originally conceived Yukl 1998 In the context of the school environment there
recent research has identified some traits associated with is little inconclusive studies on how leadership styles
effective leaders intelligence self confidence influence the performance of the schools Peterson Smith
determination integrity and sociability Northouse 2004 Martorana Owens 2003
In an extensive review of the trait research Yukl 2006
found several traits that were related to leadership 2 3 Situational Leadership
effectiveness a high energy level and tolerance for stress
self confidence an internal locus of control orientation Situational factors are particularly important during periods
emotional stability and maturity and personal integrity of leader s succession Changing leaders produces naturally
Little is known about how a combination of traits may occurring instabilities in the organization and offices
impact effectiveness Researchers do agree that it is challenging opportunities for individual The replacement of
important to note that traits are important only to the extent Head teachers is disruptive because it changes the lines of
that they are relevant to a particular leadership situation In communication realigns relationship of power affects
fact one of the weaknesses of the trait approach is that it decision making and generally disturbs the equilibrium of
does not provide detailed descriptions of how traits affect normal activities Administrative succession also
organizational outcomes Northouse 2004 substantially raises the level of consciousness among
organizational participants about the important of school
Kenya Education Staff Institute KESI 2011 suggested leaders as cited by Hart 1993 in Wayne and Miskel
two main strategic leadership styles to comprise of 2008 They maintain that the situational view
transactional and transformational leadership Where overemphasized the personal nature of leadership Personal
transactional leadership involves a process of exchange and situational factors have strong reciprocal associations
between leaders and followers while transformational Leaders exert influence through the situation the situation
leadership in all its effectiveness operates at higher support and limits leaders influence
management level of the organization Accordingly
Transformational leadership also stresses personal
Volume 7 Issue 10 October 2018
www ijsr net
Licensed Under Creative Commons Attribution CC BY
Paper ID ART20191037 DOI 10 21275 ART20191037 674
International Journal of Science and Research IJSR
ISSN 2319 7064
Index Copernicus Value 2016 79 57 Impact Factor 2017 7 296
Situational leadership incorporates the maturity of followers learned about leadership since the 1930s many avenues of
in their model They make an assumption that leaders should research still remain to be explored as we enter the twenty
adapt their style to follower development style referring to first century
their maturity based on how ready and willing the follower
is to perform the required tasks considering competence and 2 4 Theoretical Framework
motivation Hersey and Blanchard 2001 Leadership needs
skills to manage one s fear to face risks to be aggressive and The study was guided by the Path Goal leadership theory
to be completely devoted in bringing the organization to developed by Martin Evans and Robert House 1996 as
victory The functions of a leader described are integration cited by Wayne K et al 2008 The theory postulates that
coordination assimilation seeing the big picture recognize subordinate satisfaction and individual and work unit
a multiplicity of perspective and incorporate all of them effectiveness increase as leaders engage in behavior that
diplomacy and well versed in the organization complements the environment and subordinates ability and
compensate for deficiencies The followers were to be
Oyetunyi 2006 asserted that leadership in schools is a motivated if they believe they are capable of doing the work
situational phenomenon as it is based on the collective that their efforts will produce desired outcomes and that the
perception of people working in the schools linked to the rewards for doing the work will be worthwhile When the
norms and is affected by the rate of interaction among work is interdependent within the work unit encouragement
members of the school A successful Head teacher under one by the leader of collaborative shared responsibility for
set of circumstances may be unsuccessful and or a failure in performing leader behaviors will enhance work unit
another Chandan 2004 asserts that leadership is the cohesiveness and performance Wayne et al 2008 This
leader s ability to handle a given situation and is based upon theory was preferred over the trait theories contingency
the leader s skill in that particular area that is pertinent to the theory
situation The person most likely to act as a leader is the one 2 5 Conceptual Framework
who is most competent for the situation of a given group as
the case may be The nature of the situation dictates the style In the conceptual framework depicted below leadership
of leadership because leadership success is dependent on styles were hypothesized to influence academic
the ability of a leader to fit in the prevailing situation performance The selected leadership style was Situational
Leadership whose indicators were initiating structure and
This approach to leadership reflects a philosophy that closeness supervision The framework postulated that
leaders should be servants first It suggests that leaders must leadership styles affect the academic performance This led
place the needs of subordinates customers and the to parents satisfaction and impact on the society or
community ahead of their own interests in order to be community at large However the relationship might have
effective Hoel and Salin 2003 Characteristics of servant been motivated by external environment and the situation in
leaders include empathy stewardship and commitment to the school such as availability of instructional materials
the personal professional and spiritual growth of their funding students entry score and quality of teaching
subordinates Servant leadership has not been subjected to materials discipline of the staff and students and
extensive empirical testing but has generated considerable community external involvement This was illustrated in
interest among both leadership scholars and practitioners figure 1
Leadership continues to be one of the most written about
topics in the social sciences Although much has been
Figure 1 A conceptual Framework for Relationship between situational Leadership styles and Academic Performance
The conceptual frame presented in figure 1 indicates that 3 Research Methodology
there is a direct relationship between the leadership styles
transformational transactional and situational and the 3 1 Research Design
academic performance of students in primary schools This
relationship is however affected by various intervening The study adopted a descriptive survey design to study the
factors student s entry score discipline of staff and students influence of selected Head teacher s leadership styles on
and the community external involvement This shows that academic performance of pupils in Uriri sub County of
having an appropriate leadership style might not produce Migori County The design was found appropriate as it
effective results in form of academic performance unless allowed both qualitative and quantitative analysis of data
these moderating factors have been addressed Orodho 2002 observes that descriptive survey is used in
preliminaries and exploratory studies to gather information
more easily based on a person understands of his
environment
Volume 7 Issue 10 October 2018
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Licensed Under Creative Commons Attribution CC BY
Paper ID ART20191037 DOI 10 21275 ART20191037 675
International Journal of Science and Research IJSR
ISSN 2319 7064
Index Copernicus Value 2016 79 57 Impact Factor 2017 7 296
3 2 Target Population as it allowed the researcher to collect data from a sample
which was diverse and geographically dispersed The
The target population consisted of 93Head teacher s and 911 researcher also chose the questionnaire because it allowed
teachers from all the public primary schools in Uriri sub the teachers an ample time to respond to the question
County of Migori County The Head teachers were selected statements without a hurry Mugenda and Mugenda 2003
because they are the chief executive of educational The questionnaire contained three sections demographic
institutions and understand the leadership s style they section the three leadership styles Transformation
employ in the schools The Head teacher s are in charge of leadership with 10 items Transactional leadership with 7
the overall school performance and set academic items and Situational leadership with 6 items and academic
achievement targets school to achieve and this is why they performance For this study the five Likert scale items were
were chosen for the study used
3 3 Sampling Procedures and Sample Size 3 5 Piloting Reliability and Validity of Research
Instruments
The Schools were clustered according to the sub county s
where they exist From each cluster the researcher used A pilot test was carried out on 20 public primary schools
simple random sampling technique A sample of 28 schools constituting 10 of the sampled schools Mugenda and
that is 30 of the 93 schools using the simple random Mugenda 2003 These schools were selected randomly to
sampling method From the 28 primary schools all the Head give a picture of the actual study
teacher s were considered for the study The teacher s
population in the 28 public primary schools was 273 from The researcher used Cronbach internal consistency
which a sample was selected using Yamane sample size reliability method to determine the reliability index of the
formulae 2003 questionnaires Sekaran 2003 notes that for a study
instrument to be considered reliable it should attain at least a
reliability coefficient of 0 7 and above For this study the
Where n sample size 162 teachers reliability test was done by the help of statistical package for
social science computer software used in data analysis The
The sample size of 162 teachers was selected which was overall reliability coefficient was established as 0 835which
more than 30 as recommended by Gay Mills and Airasian was within the threshold given by Sakaran 2003 and
2006 all the 28 head teachers were considered for the confirmed by Kothari 2005
study hence the total sample size of the study was 190 which
is more than 30 of the population as suggested by Gay et In order to ascertain face and content validity instrument
al 2006 were constructed and handed over to two experts from the
department of curriculum for constructive critics The
3 4 Research Instruments experts were requested to rate the instruments both in
content and question flow The results were summarized to
The researcher employed a questionnaire which was establish the items that the experts agreed with 17 those
designed for the Head teacher sand teachers Questionnaire they were indifferent 3 and those they disagreed with 3
is a research tool that gathers data from respondents The coefficient of validity was then determined using
distributed over a wider area within a very short time Amin 2005 formula where
Kombo 2006 A questionnaire was preferred for this study
According Amin 2005 a CVI of 0 6 and above is relationship between the variables and hence used to answer
considered appropriate for the study Therefore the study the research questions of the study The test was done at
instruments were considered appropriate since it yielded a 95 confidence level If the Pearson s correlation value was
CVI of 0 74 above 0 5 with a p value of less than 0 05 then the
relationship was considered strong positive and statistically
3 6 Data Analysis significant
Once the questionnaires were collected from the 4 Results and Discussions
respondents they were coded and the responses transferred
into a summary sheet for easy entry into the SPSS computer The researcher distributed a total of 190questionnaires to the
programme for analysis The data was then analyzed using 28 head teaches and 162 teachers in public primary schools
both descriptive and inferential statistics In order to test in Uriri sub county Migori County A total of 161
whether there is an association between the academic questionnaires representing 85 were collected back and
performance and the leadership style used in primary considered suitable for the analysis According to Mugenda
schools the study used Pearson s correlation r to show the and Mugenda 2003 was appropriate for further analysis
nature of the relationship and then used to answer the because for a descriptive survey study a response rate of
research questions Pearson s correlation was used to test the 70 and above was considered appropriate for analysis
Volume 7 Issue 10 October 2018
www ijsr net
Licensed Under Creative Commons Attribution CC BY
Paper ID ART20191037 DOI 10 21275 ART20191037 676
International Journal of Science and Research IJSR
ISSN 2319 7064
Index Copernicus Value 2016 79 57 Impact Factor 2017 7 296
The results shows that majority of the respondents 3 1 9 strongly disagreed This indicates that the Head
126 78 3 were male while only 35 21 7 were female It teacher s realise that there is no single leadership style that
is further noted that out of the 25 Head teachers who can be applied in schools because there are always different
participated in the study majority 84 were male while only situations requiring different styles This supports the views
16 were female It was also noted that most of the of Oyetunyi 2006 that leaders need to choose the most
respondents 86 53 were in the age bracket of 41 50 years appropriate style by considering certain forces in the
this was followed by 49 31 who are in the age bracket of management the subordinates and the environmental
50 and above and 26 16 who are in the age bracket of 31 situation within the school
40 years Majority 85 53 of the respondents were holders
of a bachelor s degree 49 30 were holders of diplomas Most of the teachers 89 55 3 also strongly agreed while
and only 31 17 were masters holders This shows that 69 42 9 agreed that of the successful Head teacher may
most of the Head teacher s who participated in the Majority be a failure in a different school when he she does not adjust
of the Head teachers and the teachers 64 and 69 9 his her unique approach to leadership Only 3 1 9
respectively have been at their current station for between 1 strongly disagreed with the statement This indicates that
5 years followed by 28 and 24 3 who have taken successful Head teacher s mustalways make appropriate
between 6 10 years and the rest 8 and 5 9 respectively adjustments to their leadership styles depending on the
have taken above 10 years This shows that most of the Head school and the situation This agrees with the findings of
teachers have not stayed in their current station for a long Chandan 2004 who noted that leadership not only
time Most of the Head teachers and the teachers 62 38 5 involves the individual traits and behavioral approaches to
had been in administration for between 6 10 years leadership but also focuses on the situation The Head
45 28 0 had been in administration for between 1 5 years teacher therefore must be able to understand the school
36 22 4 had been in administration for between 11 25 environment and tailor his leadership to suitethe situation It
years and the rest 18 11 2 had been in administration for is important to note that these adjustments are very
between 16 20 years This indicates that majority of the important for any successful leader since schools have
Head teachers and the teachers were in better position to different people who make them unique from the others
provide appropriate results regarding leadership styles in
their various schools since they had been there long enough The study also established that most of the teachers
85 52 8 agreed while 61 37 9 strongly agreed that
4 1 Situational Leadership situational leadership style influence academic performance
positively Only 12 7 5 disagreed and 3 1 9 strongly
The study also sought to establish whether situational agreed with the statement The general view from the
leadership affected the schools performance The results in teachers is that Head teacher s must be able to adjust their
indicated that majority of the teachers 83 52 6 strongly leadership style depending on the situation at hand it was
agreed 74 46 0 agreed while 4 2 5 strongly disagreed observed that for Head teacher s to be successful in their
with the statement that the Head teacher s vary their schools they must be able to adjust their leadership styles to
leadership style depending on the environment It was also be able to suite their prevailing school situations This
noted that most of the teachers 83 51 6 strongly agreed supports the findings of Mullins 2002 and Okumbe 2007
66 41 0 agreed while 9 5 6 and 3 1 9 disagreed and who points out that the properties of the situation combined
strongly disagreed that the Head teachers use flexible with the traits of the leader to produce behavior on the part
management style in promoting academic standard in this of the leader are related to leadership effectiveness and
school On whether leadership in the school vary depending hence performance These findings also concur with Wayne
on the nature of the school and the people in the school and Miskel 2008 who indicated that the situational
most of the teachers 78 48 4 agreed 60 37 3 strongly leadership view emphasized the personal nature and the
agreed while 14 8 7 disagreed and 9 5 6 strongly situational nature in the school They noted that personal and
adisagreed with the statement This implies that Head situational factors have strong reciprocal associations in
teachers in most of he schools indictaed that the situational determining the leadership style most appropriate for the
leadership style is likely to give bettter perfromace results school
since the school environment keep on chnaging and there
will be need to adopt to a leadership style that suite the The results also indicated that most respondents 56
current situation in the schools this agrees with the findings strongly agreed that they vary my leadership style
of Oyetunyi 2006 who claims that leadership in schools is depending on the environment 40 agreed while only 4
a situational phenomenon as it is based on the collective disagreed with the statement It is also noted that most of
perception of people working in the schools linked to the the respondents 52 strongly agreed 40 agreed and 4
norms and is affected by the rate of interaction among disagreed with the statement that they use flexible
members of the school management style in promoting academic standard in this
school This implies that most Head teacher s who
It was also noted that most of the teachers 71 44 1 and participated in the study altered their leadership styles to
70 43 5 agreed and strongly agreed that Leadership in suit the current environment
their schools focus on the environment and the people when
making decisions Only 17 10 6 disagreed and 3 1 9 On whether leadership in the school vary depending on the
strongly disagreed with the statement Majority of the nature of the school and the people majority of the
teachers 94 58 4 strongly agreed that different kinds of respondents 56 agreed 32 strongly agreed 8
situations demand different leadership style while only disagreed and only 45 strongly disagreed with the
Volume 7 Issue 10 October 2018
www ijsr net
Licensed Under Creative Commons Attribution CC BY
Paper ID ART20191037 DOI 10 21275 ART20191037 677
International Journal of Science and Research IJSR
ISSN 2319 7064
Index Copernicus Value 2016 79 57 Impact Factor 2017 7 296
statement This shows that the Head teacher s vary their schools The Pearson s analysis showed a positive and very
leadership style depending on the nature of the school The significant correlation between situational leadership and
results also show that most of the respondents 44 agreed academic performance of the schools p 0 05 Therefore
and a similar number strongly agreed that Leadership in this it is noted that the Head teacher s need to effectively adapt to
school focuses on the environment and the people when the situations in the school so that they can be able to
making decisions It is also noted that most of the influence the performance of their schools through the most
respondents 56 strongly agreed that different kinds of appropriate leadership style
situations demand different leadership styles It is also
noted that 52 of the respondents strongly agreed that a 5 2 Conclusion
successful Head teacher may be a failure in a different
school when he she does not adjust his her unique approach The study sought to establish whether leadership style used
to leadership Finally on whether situational leadership in managing public primary schools had an influence on the
style influence academic performance positively the study performance of the pupils The findings have revealed that
established that 52 of the respondents agreed with the there is an association between the leadership style and the
statement This indicates that Head teacher s need to academic performance of the students in public primary
understand their environment and adjust their leadership schools The study concluded that the situational leadership
styles effectively in order to manage their schools style have a very high influence on the academic
effectively performance of the students in public primary schools The
findings in this study support the idea that the choice of a
4 2Relationship between situational leadership and leadership style has an influence on the academic
academic performance performance of the students in primary schools The study
has revealed that the type of leadership style adopted by the
The leader s ability to diagnose the environment and develop Head teacher will either motivate or demotivate the teachers
the adaptability to the changing environment is the key to an and the students to work hard and hence produce good
appropriate leadership style To determine whether there is a academic results It is hoped that the situational leaders with
relationship between the situational leadership style and the the characteristics of effective leader behavior patterns as
academic performance in the public primary schools the defined in the Situational Leadership Model proposed by
results were tested using Pearson s R The results showed Hersey and Blanchard would succeed in providing a fair and
that there is a significant positive but weak relationship quality education
between situational leadership style and the academic
performance of the schools in the study area The Pearson s 5 3Recommendations to the study
R 0 341 and a p value 0 000 The t value of 4 574 is
above the critical value of 2 which means the association Based on the findings of the study the following
between situational leadership and student s academic recommendations are made
performance is not only by chance It also supports the 1 There is need to incorporate training on the leadership
findings of Puni et al 2014 who indicated that leadership styles and their effectiveness in seminars and workshops
enables organizations to be more productive but the extent for the Head teacher s training in order to assist them
of success depends on the style of the leader and the understand which the best style for their institutions
resultant environment created for employees to function 2 There is need to emphasize on the use of situational
well This implies that having a good leadership style leadership style in the management of public primary
without considering the environment within which the schools since it has shown to make a difference in terms
leadership can operate is likely to affect the expected of team and organizational performance
outcomes of the organization
5 4Suggestions for Further Study
5 Summary Conclusions and
Recommendations This study was intended to address a gap existing in the
literature today in providing a more informed link between
5 1 Summary of Findings the theory and practice of the relationship between
leadership effectiveness and academic performance in
The study also established a relationship between situational primary schools This study also recommends that a further
leadership and the academic performance of primary school study to compare the effectiveness of the traditional theories
students in Uriri sub County of Migori County The results of leadership and the strategic theories need to be conducted
indicated that majority of the Head teacher s vary their to establish the relationship with performance
leadership styles depending on the environment majority
also indicated that they use flexible management style in References
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Volume 7 Issue 10 October 2018
www ijsr net
Licensed Under Creative Commons Attribution CC BY
Paper ID ART20191037 DOI 10 21275 ART20191037 678
International Journal of Science and Research IJSR
ISSN 2319 7064
Index Copernicus Value 2016 79 57 Impact Factor 2017 7 296
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21 Odhiambo G O 2005 Teacher appraisal the
experiences of Kenyan secondary school teachers
Journal of Educational Administration 43 4 402 16
22 Okumbe J A 2006 Education Management Theory
and Practice Nairobi University Press
23 Omolayo B O 2004 Influence of job variables on
workers commitment and satisfaction in four selected
Volume 7 Issue 10 October 2018
www ijsr net
Licensed Under Creative Commons Attribution CC BY
Paper ID ART20191037 DOI 10 21275 ART20191037 679


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