Effectiveness of Head Teachers' Leadership Styles on the Management of Public Primary School Curriculum Implementations in Bomet County, Kenya

Abstract

The purpose of this paper is to determine the influence of head teachers' leadership styles on their effectiveness in public primary school curriculum implementation in Bomet Sub-County, Kenya. A correlation research design was used in the study. A sample of 120 head teachers was selected from a population of 174 head teachers of public primary schools in the Sub-County using proportionate and simple random sampling techniques. Questionnaires for head teachers were used to collect data. Data were analysed with the aid of a computer programme, the Statistical Package of Social Sciences (SPSS) version 11.5. Frequencies and percentages were computed to determine head teachers' effectiveness in managing curriculum. Pearson's product moment correlation coefficient was used to determine the relationship between head teachers' leadership styles and their effectiveness in managing curriculum implementation. The study found that there was no statistically significant relationship between head teachers' leadership styles and their effectiveness in managing curriculum implementation in public primary schools. The author recommends that the government intensify school-based in-service trainings at the divisional level to benefit head teachers on the strengths and limitations of the various leadership styles in primary school management in order to realize good results among learners in national examinations. Education officers can utilize this information to intensify school-based in-service trainings at the divisional levels to benefit head teachers on the strengths and limitations of the various leadership styles in school management. Further, the Education Officers, among other stakeholders, may see the need of getting head teachers and teachers to undergo in-service trainings on their roles in managing pupils and curriculum implementation.