| Published: March 31, 2021
Administrative Leadership Styles and Girl Child Academic Performance in Selected Public Secondary Schools in Machakos County, Kenya
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.
This is an Open Access Research distributed under the terms of the Creative Commons Attribution License (www.creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any Medium, provided the original work is properly cited.
© 2021, Mutiso A.
Received: February 24, 2021; Revision Received: March 27, 2021; Accepted: March 31, 2021
Published in Volume 09, Issue 1, January-March, 2021