Influence of Headteachers’ Leadership Styles on The Students’ Academic Performance of Public Primary Schools in Ganze SubCounty, Kilifi Kenya

Abstract

This study explores the relation between various headteachers' leadership styles and academic performance in public primary schools in Ganze Sub-County, Kilifi, Kenya. A mixed-methods approach, incorporating both quantitative and qualitative techniques, was used to examine the impact of transformational, transactional, autocratic, and participatory leadership on student outcomes. The findings reveal a strong positive correlation between transactional leadership and academic performance, with clear expectations and contingent rewards contributing to improved academic outcomes. Transformational leadership also garnered positive feedback, particularly when emphasizing individualized consideration and training workshops. However, its broader impact showed variability based on context and implementation. Autocratic leadership styles, generally perceived as limiting, were noted for their ability to provide focus and direction, but their effects varied across educational settings. Participative leadership emerged as a highly favorable style, with engaging employees in decision-making processes leading to a positive psychological environment and improved academic performance. The study underscores the need for balanced and context-sensitive leadership practices to enhance academic success in public primary schools in Ganze Sub-County.