Relationship between Principals' Participation in Academic Activities and Students' Academic Performance in Public Secondary Schools in Kakamega County, Kenya

Abstract

Secondary school principal is expected to use leadership styles to enhance students' academic performance. There has been a decline in the percentage of the Kenya Certificate of Secondary Education (KCSE) examination candidates from Kakamega County who were selected to join public universities. For instance, in the years 2011, 2012, 2013, 2014 and 2015, 15.53%, 14.84%, 13.47%, 12.61% and 12.24% of the candidates respectively were selected to join universities. This was contrary to the national rising trend where 7.18%, 9.12%, 10.17%, 12.11% and 12.72% of the KCSE candidates in the years 2011, 2012, 2013, 2014 and 2015 respectively were selected to join public universities. This declining trend could hinder the realization of Sustainable Development Goals and Kenya's Vision 2030. This study intended to establish the relationship between principals' participation in academic activities and students' academic performance. The study was guided by the Transformational leadership model and a conceptual framework. Correlational and descriptive survey designs were adopted. Respondents were sampled by simple random sampling. Pre-testing of questionnaires for teachers and students was undertaken to ensure validity and reliability of the instruments. Data was collected from 30 principals, 199 teachers and 393 Form 4 students by use of questionnaire and interview schedule. Research experts determined validity of the instruments. Data was analyzed using descriptive statistics, frequencies, percentages, cross tabulation and Pearson's correlation. Hypotheses were tested through regression analysis at 0.05 level of significance. Results show that principals' participation in invigilating exams, departmental/subject meetings, releasing exam results, conducting academic/career counseling and being KNEC examiners had positive correlations with academic performance. Regression analysis reveals that principals' participation in academic activities explained 28.7% of the variation in academic performance. Leadership styles such as principals invigilating exams, attending meetings of subject of specialization, conducting academic/career counseling and being a KNEC examiner significantly relates to academic performance. It was recommended that principals should adopt leadership styles that significantly relates to academic performance. This study would be significant to policy makers, principals, teachers and other education stakeholders in Kenya. The study would also form baseline information for future research.