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ISSN No:-2456-2165
Abstract:- This study investigated the influence of Head turnover, motivation and managerial competence (Word
teachers’ motivational skills on pupils’ academic Bank Competitiveness Report, 2009).
performance in selected public primary schools in
Nyamira South Sub-County, Nyamira County. The target Su, Adams and Mininberg (2000) ina survey that
populations comprised of 95 Head teachers, 95 deputy studied selected American and Chinese public primary school
Head teachers and 95 senior teachers. The research Head teachers as part of the collaborative training and
adopted descriptive survey design. Stratified random research programmes in the international professional
sampling was used to select the desired sample. The study Development Academy (IPDA) at California States
adopted both questionnaires and interview schedules as University, Northridge (CSUN). It was found that training of
instruments of data collection whose reliability was tested head teachers was essential and had been emphasized. They
using test re-test technique. Data was analyzed using noted that all teachers require skills in order that their
frequencies, percentages and descriptive analysis. Data administration becomes effective. The more skilled the head
was analyzed using summary tables for the purpose of teacher was the better the performance if they would be
data presentation and interpretation. The study found out exercised towards the goals of education. Wango (2006)
that motivational skills are very essential in promoting found that the National Standards for Public Primary
pupils academic performance. Based on the findings, it Teachers in 2004 had recognized the key role that head
was recommended that all public primary Head teachers teachers played in engaging in raising and maintaining levels
should exercise maximally their motivational skills in of attainment in public primary schools in order to meet the
order to raise pupils’ academic performance. Ministry of needs of every child was crucial. Northhouse (2007) posited
Education should train all Head teachers on the skills that the way the head teacher applied leadership skills in the
researched. Department of Directorate of Quality school directly affected the implementation of key processes
Assurance and standards to regularly supervise and within their work structure, which indirectly influenced the
monitor school Head teachers not adhering to the school climate and organization at hierarchy and ultimately
implementation of the motivational skills. Further studies affected students’ performance.
can be done on effects of school discipline on pupils’
academic performance and the role of teachers, students The central focus of the skills approach was that it
and parents in improving public primary schools placed emphasis on the abilities and skills that could be
academic outcomes. learned and developed. Siringi (2012) noted that there had
been criticisms concerning low student achievement in
Keywords:- Head Teachers, Deputy Head Teachers, national examinations. This shows that there is need to equip
Motivational Skills, Academic Performance. all Head teachers with leadership skills which will spearhead
pupils’ better result in their examinations. Since Nyamira
I. INTRODUCTION South Sub-County in Nyamira County had been performing
Educational reformers and researchers in Western below the average, this study found out the influence of Head
Countries have discussed public school teachers’ leadership teachers’ leadership skills on pupils’ academic performance
skills (McGlothlin, 2005).These administrative skills are at KCPE examinations. The KCPE results of Nyamira South
further seen as the key decision, facilitator, problem-solver Sub-county for the last five years were as shown in Table 1.
and agent of change at the school site. Daresh and Male
(2000) stated that in recent years, comparative and Year M.S.S
international education scholars in Australia, United States, 2011 228.83
China and Britain have initiated a series of research projects 2012 222.57
to examine and compare leadership skills of public primary 2013 215.87
school Head teachers. Kenya was ranked 17 th out of 54 2014 226.02
countries for efficiency in students’ performance, staff 2015 228.91
Table 1:- KCPE Results 2011 – 2015 (Source: Sub-County
Director of Education Office, Nyamira County)
Fig.1. Conceptual Framework shows influence of Head pupils’ academic performance (Wango, 2003). Head teachers
teacher’s leadership skills on pupils’ academic performance. were however trained in various skills but not implementing
As Head teachers offered their leadership skills towards them would affect learners’ academic performance. Pupils
Std.
N Minimum Maximum Mean Deviation Skewness
Std.
Statistic Statistic Statistic Statistic Statistic Statistic Error
Head Teacher Motivational 29 1 5 3.17 1.583 -.072 .434
skills
HT Helps pupils feel valued 29 1 5 2.97 1.322 -.430 .434
HT Respects pupils' opinion 29 1 5 2.97 1.592 .003 .434
Use assembly on academics 29 1 5 2.97 1.401 .065 .434
HT Motivates pupils 29 1 5 2.79 1.497 .242 .434
verbally
HT Marks pupils' work 29 1 5 2.79 1.449 .161 .434
HT corrects pupils' work 29 1 5 3.03 1.451 -.064 .434
HT Recognizes Rewards 29 1 5 2.97 1.592 .117 .434
pupil
HT provides meaningful 29 1 5 2.55 1.325 .226 .434
feedback
HT responds positively to 29 1 5 2.83 1.197 .087 .434
pupils inquiry
HT Recognizes superior 29 1 5 3.38 1.498 -.298 .434
Learners
HT Recognizes slow 29 1 5 3.28 1.279 -.560 .434
Learners
HT Maintains quality work 29 1 5 3.17 1.365 -.334 .434
Valid N (listwise) 29
Table 2:- Deputy Head Teachers Responses (n=29)
Table 2 shows the responses of the Deputy Head deviation of .242. These leaders try. Do the Head Teacher
teachers on their respective Head teachers’ use of mark pupils' work and even corrects pupils' work? Mean 2.79
motivational skills to enhance their leadership. The Deputy and sd. = 1.449 falling on ‘agree’ and ‘sometimes’ and mean
Head teachers had the following to respond to their Head 3.03, sd. = 1.451 indicating that correction of pupils’ work
teachers’ use of the motivational skill. Some Head teachers would have been delegated; it has a negative deviation of -
motivational skills impact negatively mean 3.17, (sd. = .064. Head Teacher Recognizes and Rewards pupils has a
1.583) lying at ‘disagree’ and ‘sometimes’ deviation -.072. mean 2.97, sd. = 1.592 and a minimal positive deviation
Whether their Head Teachers help their pupils feel valued (.117).
mean 2.97 bordering ‘sometimes’ with a negative deviation
of -.430. However a few Head Teachers (mean, 2.97, sd. On Head Teacher providing meaningful feedback to
=1.592) falling on ‘disagree’ and ‘sometimes’ would have pupils, mean 2.55 (sd. = 1.325) rated as ‘sometimes’ and
respects for pupils' opinion. Whether the Head Teacher uses ‘agree’ and a few on ‘strongly agree’ has a positive deviation
assemblies on academics (mean2.97 and sd. =1.40q) had a of .226. Yes, Head Teachers respond positively to pupils
minimal small positive deviation of .065, indicating that inquiry at mean 2.83 (sd. =1.197) a positive deviation of
some would. On whether Head Teacher motivates pupils .087. Hardly do the Head Teachers recognize superior
verbally Mean of 2.97 and sd. =1.497 has a positive strong learners with a mean3.38 (sd. =1.498) clad with a negative