Relationship between the Head Teacher's Individualized Consideration and Learners' Academic Performance in Primary Schools in Kericho County, Kenya

Abstract

The purpose of the study is to investigate relationship between headteacher's individualized consideration and learners' academic performance in primary schools in Kericho County, Kenya. The study was based on the transformational leadership theory. Transformational leadership theory links the competences of the leader of an organization to the results or performance of the organization. The study employed convergent parallel mixed methods design. The target population consisted of 801 headteachers (524 public schools and 277 private schools) and 5933 teachers in the primary schools, 31 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County. Simple random and stratified sampling were used to sample 86 head teachers, Purposive sampling was used in selecting 172 teachers, 10 CSOs, 6 TSC Sub County directors and 6 MOE Sub County directors in Kericho County from Kericho County. Data was collected using questionnaires and interview schedules. Quantitative data was analyzed using descriptive and inferential statistics such as Pearson's correlation moments and regression. Qualitative data was analyzed using thematic analyzed. The study concluded that headteachers' individual consideration does not have a statistically significant relationship with learners' academic performance in primary schools in Kericho County.