Abstract
The purpose of the study is to investigate the relationship between headteacher’s commitment and learners’ academic performance in primary schools in Kericho County, Kenya. The study was based on the transformational leadership theory. The research design employed was the convergent parallel mixed methods design. The target population consisted of 801 headteachers (524 public schools and 277 private schools) and 5933 teachers in the primary schools, 31 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County. Simple random and stratified sampling were used to sample 86 head teachers, Purposive sampling was used in selecting 172 teachers, 10 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County from Kericho County. Data was collected using questionnaires and interview schedules. Data on academic performance was collected using secondary data approach. Piloting was done in 9 primary schools in the neighboring Bomet County. Quantitative data was analysed using descriptive and inferential statistics such as pearsons correlation moments and regression. Qualitative data was analyzed using textual analysis. The study established that headteachers’ commitment did not have a statistically significant relationship with learners’ academic performance in primary schools in Kericho County. The regression analysis were as follows. Headteachers' Commitment and learners’ academic performance (Beta = -0.012; p = 0.914).
Highlights
Standard-based responsibility is a challenge for many global practices and educational opinions
Studies in Kericho county revealed that Secondary schools principals possess transformational leadership competences, limited studies are available in Kericho county pertaining the relationship between headteacher’s commitment and learners academic performance in primary schools
The results suggest that the heaviest distribution of headteachers was between diploma level and degree level, while that of the teachers stretched between certificate level and diploma level
Summary
Standard-based responsibility is a challenge for many global practices and educational opinions. Statement of the Problem In Kenya, learner performance in primary schools has remained unimpressive despite efforts by the government to ensure quality leadership in the schools. This is happening when it is quite clear that Headteacher’s leadership plays an integral role in education sector worldwide. Studies in Kericho county revealed that Secondary schools principals possess transformational leadership competences, limited studies are available in Kericho county pertaining the relationship between headteacher’s commitment and learners academic performance in primary schools. The sole purpose of this study was to investigate the relationship between headteacher’s commitment and learners’ academic performance in primary schools in Kericho County, Kenya. Null hypotheses HO1: There is no statistically significant relationship between headteachers’ commitment and learners’ academic performance in primary schools
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