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| Published: March 31, 2021

Administrative Leadership Styles and Girl Child Academic Performance in Selected Public Secondary Schools in Machakos County, Kenya

Annastacia Mutiso

Department of Education, The Catholic University of Eastern Africa Google Scholar More about the auther

DIP: 18.01.200/20210901

DOI: 10.25215/0901.200

ABSTRACT

Despite the fact that the Kenyan government introduced free day secondary education, girls’ academic performance is still worrying contrary to an increase in access. Performance in national examinations by secondary school girls’ has been poor in Kenya. The purpose of this study was to examine administrative leadership styles and girl child performance in selected public secondary schools in Kathiani Sub-County, Machakos County, Kenya. The target population comprised of 1000 student from10 public secondary schools in Kathiani Sub County. A sample of 160 respondents was selected for the study using simple random sampling. Data was analyzed using Pearson correlation analysis. The study found a weak positive and significant correlation between democratic leadership style and girls’ performance in humanities and science. The findings also revealed a weak positive and significant correlation between authoritative leadership style and girls’ performance in languages and sciences. The study found a weak negative and significant correlation between collaborative leadership style and girls’ performance in Mathematics. The study concluded that administrative leadership styles had a significant influence on girl child academic performance in selected public secondary schools in Kathiani Sub-County, Machakos County, Kenya. The research recommended that school administration should embrace the use of democratic leadership and authoritative leadership styles and discourage the use laissez faire leadership style since it is likely to have a negative impact on girls’ performance.

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Annastacia Mutiso @ steveasatsa@gmail.com

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Article Overview

ISSN 2348-5396

ISSN 2349-3429

18.01.200/20210901

10.25215/0901.200

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Published in   Volume 09, Issue 1, January-March, 2021