Effect of Head Teachers’ Leadership Style on Teacher Performance in Public Primary Schools in Turkana Central Sub County, Kenya

Abstract

The purpose of the study was to establish the effects of head teacher leadership styles on teacher performance in public primary schools. Despite measures taken to capacity build head teachers in leadership and management, teachers have cried foul at the delivery of leadership styles used by their head teachers. Performance of public primary schools in Kenya has been inconsistent due to the inability of teachers to record better performance and also inability of head teachers to sufficiently utilize leadership styles which may be hypothesized as being a hindrance to teacher performance. A causal-comparative research design was employed for the study.Stratified random sampling technique was applied to select 177 teachers and 44 head teachers. Data was collected using questionnaire and document Analysis guide. The obtained data was analyzed using means, percentages and frequencies; hypotheseswere tested using ANOVA.The results showed that there was significant relationship between leadership style and performance of teachers in public primary schools in Turkana Central Sub County. The style adopted by the head teacher defined the school’s work and social culture in the school, which in turn influence the teachers’ commitment to work and to the school activities.