The influence of head teachers’ predominant leadership styles on students’ learning in public primary schools in Sianda zone Kisumu Kenya: a case of Kasigu primary school

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Nicholas Wachira

Second Supervisor/Advisor

Abdalla Mohamed


Institute for Educational Development, East Africa


The main purpose of this study was to investigate the influence of the HTs’ predominant leadership styles on students’ learning in public primary schools in Sianda zone of Kisumu West Sub-county, Kisumu County. The study’s research questions were formulated to find out if there was any link between HTs’ predominant leadership styles and the students’ learning. The study adopted a mixed methods design and used interviews for the HT, teachers and parents; questionnaires for both teachers and the HT; focused group discussions (FDG) for the students’ leaders and documents analysis of the major school documents such as Board of Management (BoM) meetings minutes book, Parents Teachers’ Association (PTA) meetings minutes book, staff meetings minutes book, teachers’ attendance register, students’ class attendance registers and the teachers’ professional records. This was to collect data in a case study school within the zone. The findings of the study suggests that the HTs’ leadership styles does not have any direct influence on the students’ learning but has a big influence on their learning through direct influence on other people and factors who end up directly influencing their learning, like: Provision of the resources - teaching and learning resources and the infrastructural resources ensures ease in the teaching and learning process. Adequate staffing – both in numbers and expertise, e.g. special needs children requiring specially trained teachers to help them effectively. The teachers also needing professional development strategies. School culture – having a unique way doing things that is embraced by nearly all in the school like time keeping awarding high performance and listening to the students’ voice. Parental obligation – parents playing their roles of parenting and provision effectively.

This document is available in the relevant AKU library