The Effect of Head Teachers' Involvement of Teachers on Pupils' Academic Performance in Primary Schools in Moiben Sub-County, Kenya

Abstract

The study sought to establish the influence of head teachers' leadership styles on pupils' academic performance in public primary schools in Moiben Sub-County in Uasin Gishu County of Kenya. Based on the study, this paper explores the effect of head teachers' teacher involvement on pupils' academic performance in primary schools. The study was guided by scientific management theories. The study adopted a descriptive survey design and the sample population for the study consisted of 45 head teachers and 160 teachers from the selected45 schools in Moiben Sub-County. Questionnaires and interview schedules were used as instruments for data collection. The research instruments were pre-tested to improve their validity and reliability. The reliability coefficient was 0.765. The collected data was cleaned up, coded and entered into the SPSS computer program version 20 for analysis. Descriptive statistics included percentages and other measures of central tendencies which were used to analyse the data. Based on the findings, majority of the teachers agreed on the head teachers' teacher involvement. Based on these findings, it was, therefore, concluded that involvement of teachers by the head teacher resulted in improved academic performance in public primary schools in Moiben Sub-County. It is also recommended that head teachers should be further trained in areas of management so that they can enhance administrative support to the teachers for better academic outcomes.