School Leadership and Teacher Performance Evidence from Public Schools in Kenya
Keywords:
school leadership, teacher performance, educational management, Kenya, instructional qualityAbstract
This study examines the relationship between school leadership practices and teacher performance in Kenyan public schools, investigating how principals' leadership approaches influence instructional quality, professional commitment, and student learning outcomes. Utilizing a mixed-methods research design, data were collected from 520 teachers and 65 principals across public secondary schools in five Kenyan counties through surveys, interviews, and performance evaluations. Quantitative analysis employed hierarchical linear modeling to account for nested data structures, while qualitative data underwent thematic analysis to identify leadership practices impacting teacher effectiveness. Findings reveal significant positive associations between transformational and instructional leadership styles and various teacher performance indicators, with effect sizes ranging from moderate to substantial. Key mediating factors include professional development opportunities, collaborative cultures, resource allocation, and performance feedback mechanisms. However, challenges persist including inadequate leadership training, resource constraints, excessive administrative burdens, and limited autonomy in decision-making processes. This research contributes empirical evidence from an African context regarding leadership-performance relationships while providing practical recommendations for enhancing educational leadership effectiveness in resource-constrained environments.
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