Teacher Evaluation of the Principal’s Leadership Characteristics Related to Computer Studies Implementation in Rongo District, Kenya

Abstract

The purpose of this study was to evaluate the principal’s leadership characteristics related to computer studies implementation in selected secondary schools in Rongo district, Kenya. The study investigated the principal’s computer proficiency and attitude towards the computer studies in their schools. This study adopted a comparative descriptive research design which compared the variables influencing the implementation of computer studies in schools that were teaching computer studies and those that were not. Twelve selected secondary schools participated in this study of which six (6) had implemented and six (6) had not implemented computer studies. One hundred and forty three (143) teachers sampled from the 12 secondary schools took part in the principals’ evaluation. The data for the study was collected using questionnaires and were subsequently analyzed using both descriptive and inferential statistics. The analyzed data was presented in form of tables. It was then interpreted and findings were highlighted. The teachers of the schools that have not implemented computer studies have higher evaluation of the risk taking leadership characteristics of their Principals than the teachers of the schools which have implemented computer studies. However, the Principals of both schools have similar teacher evaluation of their computer proficiency and attitude toward computer studies. These findings imply that computer studies implementation in secondary schools does not necessarily depend on leadership or personal characteristics. Possible further research areas related to technology leadership are suggested: the influence of contextual factors on leadership, technology leadership as viewed from perspectives of different stakeholders, and relationships among various leadership factors.