Relationship between Head Teachers’ Leadership Competencies and Effective School Management In Public Primary Schools In Narok County, Kenya

Abstract

In Kenya, the challenge of school management effectiveness has been reported in many public primary schools, despite huge investment in the education sector. The aim of the study was an investigation of the influence of head teachers’ leadership competencies on school management effectiveness in public primary schools in Narok County, Kenya. The study employed the convergent mixed method research design. Data collection was done by using questionnaires, interviews, and checklists for findings. 665 headteachers, 25 Curriculum Support Officers and County Auditor formed the target population. Using purposeful sampling technique, headteachers and Curriculum support officers were selected. SPSS aided in calculating descriptive statistics and inferential statistics. The findings of the study indicate that competencies of head teachers affect the discipline of staff and pupils in most public primary schools in the county. The study found that in many schools the headteachers had registered infectiveness in encouraging strict adherence to the school administrative structure; ensuring that the learning environment is child friendly, safe and conducive; in organizing and updating records of learner discipline cases, challenging behavior and interventions; and in displaying of school rules. The study recommended that the Ministry of Education should consider strengthening the monitoring and evaluation for headteachers’ roles; and organizing update trainings for headteachers to enhance their leadership competencies.