January 18, 2017

THE IMPACT OF SCHOOL LEADERSHIP ON STUDENTS’ ACADEMIC PERFORMANCE ON STUDENTS IN RWAMPALA COUNTY, MBARARA DISTRICT

BY

OMONDI COLLINS OLOO

14/bsu/bsced/068

 

 

 

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF EDUCATION IN PARTIAL FULFILLMENT IN THE REQUIREMENT OF BACHELORS OF SCIENCE

WITH EDUCATION AT BISHOP STUART

UNIVERSITY

 

 

 

 

JANUARY,2016

 

 

 

 

 

 

 

 

 

CHAPTER ONE

1.0 INTRODUCTION

This chapter presents the background of the study, the statement of the problem, purpose of the stud, objectives of the study, scope of the study, and significance of the study.

1.1 Background of the study.

Intensified pressure for academic achievement has motivated education researchers as well as practitioners to focus on classroom and school factors affecting student performance (Lamb & Fullarton, 2002). On its part, the Ugandan government prioritized science and mathematics achievement declaring it a national goal (Kanja et al, 2001). In spite of the government’s intensified efforts and initiatives to improve science and mathematics achievement, the anticipated results have not been realized (Sifuna & Kaime, 2007).

This dissertation reports on a two-phased research study that consisted of a qualitative study in the first phase whose results informed and led to the quantitative study in the second phase. Drawing on the researcher’s experience in Ugandan education practice, a research proposal formulated a problem of practice and proposed a conceptual model that was evaluated through a mixed method study. The research proposal drew on school leadership theories to elucidate the problem of practice and situate it in school leadership literature.

Leadership is constituted in the interactions of an organization’s actors – that is the leaders and followers (Spillane, Halverson, & Diamond, 2004) and embedded in context (Uhl-Bien, Marion, & McKelvey, 2007). Context here refers to the “nature of interactions and 4 interdependencies among agents, hierarchical divisions, organizations, and environments” (Uhl-Bien et al, 2007:299). Leadership involves leveraging these interactions to attain organizational goals (Spillane et al, 2004; Uhl-Bien et al, 2007).

The general consensus in school leadership studies is that successful schools have good leaders (Spillane et al, 2004). However, as Spillane and colleagues (Spillane et al, 2004: 4) affirm “it has been notoriously difficult to construct an account of school leadership, grounded in everyday practice that goes beyond some generic heuristics for suggested practices”. Motivated by this apparent difficulty in school leadership studies, we set out to explore, discover and examine the nexus between school leadership and schools’ academic performance situated in Ugandan secondary schools context.

The study was organized in a manner to illuminate and develop a deeper understanding of the school leadership phenomena, and to construct and validate a mechanism through which school leadership would impact students’ academic achievement. A qualitative study was designed to

uncover the relationship between school leadership and students achievement as it unfolded in its natural setting within Ugandan secondary schools.

 

Academic performance is a major concern area in educational delivery in Uganda. Stakeholders

Like parents, teachers, students, policy makers and society as a whole are anxious to see

Learners excel in their academic work. Even without the necessary framework and resources,

Everyone still expects that the standard of performance should be high at all times, and for

Poor academic performance, the Head of the school is mostly held responsible.

Education is a vital strategy for the development of society [1]. This strategy requires careful

Planning at every stage of its development especially in the development of the human

Capital.

1.2 Statement of the problem

Academic excellence is fundamental to  very student .it is from this background that that the researcher proposes to assess and examine the impact of school leadership on students’ academic performance on students in rwampala county ,mbarara district

1.3 Purpose of the study

The purpose of this study is to examine the impact of school leadership on students’ academic performance in schools in rwampala county, mbarara district. The purpose of this study was to examine the impact of particular types of leadership on student outcomes. Two analyses of different types of leadership provided essentially the same answer—the closer educational leaders get to the core business of teaching and learning, the more likely they are to have a positive impact on students’ outcomes.

1.4 Objectives of the study

The study will be conducted basing o the following objectives

To identify the different kinds of school leadership styles that prevail in schools in rwampala county, mbarara district

To examine the impact of different leadership styles on students’ academic performance

To examine other factors that influence students’ academic performance of students in rwampala county, mbarara district

To establish the measures that can be taken to improve on students’ academic performance in schools in rwampala county, mbarara district.

1.5 Research questions

What are the different kinds of school leadership styles that prevail in schools in rwampala county, mbarara district?

What are the impact of different leadership styles on students’ academic performance?

What are the other factors that influence students’ academic performance of students in rwampala county, mbarara district?

What are the measures that can be taken to improve on students’ academic performance in schools in rwampala county, mbarara district?

1.6 Scope of the study

This study comprises of the content scope, geographical scope and time scope

1.6.1 Content scope

The study will be confined to the impact of school leadership on students’ academic performance in rwampala county mbarara district. The respondents will include the head teachers, teachers, and student’s leaders of the selected secondary schools in rwampala county, mbarara district.

1.6.2 Geographical scope

The research is going to be carried out in the selected schools of rwampala comprehensive school, kinoni high school, kinoni girl’s secondary school, laki high school bujaga, and rugando collage secondary school.

1.6.3 Time scope

The collection of primary data will be limited to two months (February, March 2016) and secondary data will be for a period of two months .this will be appropriate time for the researcher to get the required information to carry out the study.

1.7 Significance of the study

1. The study will highlight the different types of leadership styles that prevail in secondary schools in rwampala a county, mbarara district

2. The study will help the government to identify the various impact of school leadership on students academic performance

3. The researcher will pave way for other researchers interested in this field of study to learn from it and expand upon their research

4. The study will also enable the researcher to attain his academic qualifications since its necessary to the award of bachelors degree of science with education at bishop Stuart university

5. There is a gap between the existing research and the descriptions of leadership relations and their effect on students’ achievement. The study attempts to fill the gap by understanding the leadership styles and their effects on students’ achievement by identifying leadership styles and their relationships between the current practices and academic performance. The Head teachers would examine their leadership styles and their role as leaders.

6. There are numerous studies on leadership but few specially link students’ performance and leadership style. It is, therefore, important to measure the relationship between leadership styles of head teachers and the effect on students’ academic performance.

 

 

CHAPTER TWO: LITERATURE REVIEW

2.0 introduction

This chapter concern is a review of major existing literature on the impact of school leadership on students’ academic performance in selected schools in rwampala county, mbarara district .it involves textbooks, newspapers, magazines and journals. This is developed into themes developed from the study objectives guided by bathe research questions.

2.1 The different kinds of school leadership styles that prevail in schools in rwampala county, mbarara district

Leadership theory, were listed and grouped to reflect common sets of leadership practices. Five groupings or leadership dimensions emerged and their relationship with student outcomes calculated.

As part of factors affecting students’ academic performance much attention has been attributed

to the leadership styles in our schools most especially the junior high school .Maxwell defines leadership as nothing more than influence, and others believe that leadership is a process of social influence where one person is able to motivate others to solve a common task .

Leadership can also be the way of leading a particular group to positively influence their growth, and development towards achieving their set goal and for a collective purpose” The definition implies that a leader should not be self-centered but make sure to please most of his constituents if not all. Again the leader’s way of life should influence his followers in a positive way as to the achievement of the collective goals of the group.

From the above, certain variable are needed in defining leadership. These variable are “influence”, motivate, others’ (people) “accomplish task” and” make something extraordinary happen”. Hence the review was designed to provide a review of leadership in general; leadership theories and styles; leadership and management origins of leadership; educational leadership styles in schools and conclusion.

Abraham Zaleznik asserted that “Leaders are visionaries, Leaders care about substance, manager’s care about form and process. Leaders inspire: managers motivate”. In effect, in any organization, including the school, there is the need for leaders to have powerful influence on the quality of teaching and student performance.

Leith wood and Reihl as in [6] again observe that large scale quantitative studies of schooling

Concluded that the effects of leadership in student”. Adding that, [2] leadership effect on academic work is often indirect, helping to promote “a vision and goals” by making available materials and directions for teachers to engage students meaningfully.

 

This different forms of school leadership include the following.

Instructional Leadership

Instructional leadership theory has its empirical origins in studies undertaken during the late 1970’s and early 80’s of schools in poor urban communities where students succeeded despite the odds (Edmonds, 1979). As reported by Busser, Dwyer, Rowan, and Lee (1982), these schools typically had strong instructional leadership, including a learning climate free

Of disruption, a system of clear teaching objectives, and high teacher expectations

For students.

 

Early formulations of instructional leadership assumed it to be the responsibility of the principal. Hence, measures of such leadership, such as the Principals’ Instructional Management Rating Scale (PIMRS) (Hallinger &Murphy, 1985), focused only on the principal and neglected the contribution of other staff to instructional goal setting, oversight of the teaching programs,

And the development of a positive academic and learning culture. The exclusive focus on the principal reinforced a heroic view of the role that few were able to attain (Hallinger, 2005).

 

The most recent review of the impact of instructional leadership on student outcomes concluded as follows: “The size of the effects that principals indirectly contribute toward student learning, though statistically significant is also quite small” (Hallinger, 2005, p. 229). This conclusion

Was reached as part of a literature review and discussion of research on instructional leadership rather than as a result of the calculation of the effect size statistic for each relevant study.

 

Emotional Leadership

Where transactional leadership was concerned primarily with the exchange of goods and services, emotional leadership is concerned with the feelings and motivations of followers. It takes the focus completely to the other side of the spectrum – demanding that leaders be emotionally intelligent themselves and then to motivate through the use of that emotional intelligence.

Emotional leadership and transformational leadership have a great deal in common with each other. With emotional leadership, the leader taps into their emotional center in order to find the

path to guiding their followers. People sometimes argue that transformational leadership requires that same level of influence over emotions, however there is a fundamental difference in the two in that transformational leadership is by necessity a rational process rather than an emotional one.

Transactional Leadership

Give and take is the hallmark of transactional leadership – it is indeed modeled just like a business transaction. Of course the employer/employee relationship is largely transactional as is. Employers need work done and employees do that work in exchange for money. That “quid pro quo” (“something for something”) is the heart of the workplace, and everyone is generally happy with this arrangement, but it only works if everyone involved sees it that way. In education, there is often more at stake for employees who quite often understand their jobs to be more than just a simple exchange of services for money, but rather see their higher purpose. Money is therefore not the motivating factor.

This is where transformational leadership can step in to compliment transactional leadership, taking the whole process as step further by building upon other forms of motivation outside of simply the exchange of goods and services for money. However transformational leadership only really works of the leader is able to keep up the charisma and interpersonal relationships which are required for it to work.

 

Transformational Leadership

Transformational leadership has its origins in James McGregor Burns’s1978 publication in which he analyzed the ability of some leaders, across many types of organizations, to engage with staff in ways that inspired them to new levels of energy, commitment, and moral purpose (Burns, 1978). It was argued that this energy and commitment to a common vision transformed

The organization by developing its capacity to work collaboratively to overcome challenges and reach ambitious goals.

 

Burns’s theory was extended further by Bass and colleagues who developed survey instruments to assess transformational leadership (Bass &Avolio, 1994). Variations of these instruments have been used in many published empirical studies of transformational leadership in education, though few have investigated the impact of such leadership on students’ academic or social outcomes. Of 33 studies reviewed by Leith wood and Jantzi (2005), about half were judged to show that transformational leadership had a small indirect influence on academic or social student outcomes.

2.2 The impact of different leadership styles on students’ academic performance

There is thus little consensus about how school leaders impact school’s academic outcomes and little is known about how leadership is enacted within the schoolhouse and the means by which it influences school outcomes (Hallinger & Heck, 1998; Spillane et al, 2004).These contrasting positions leave the question about the degree of influence of school leadership on students’ academic performance unanswered.

Most contemporary studies that have sought to understand the relationship between school leadership and academic performance have focused on the distributed/shared aspects of leadership (for example Harris, 2004; Leith wood et al, 2007; Ahlstrom & Louis, 2008). This focus is driven by a widespread belief about the 30

Superior benefits of distributed versus concentrated leadership. Moreover, it has been argued that distributed forms of leadership reflect the reality of the day-to-day division of labor in schools and minimize the probability of error in decision making by use of additional information available from diverse, leadership sharing sources. (Leith wood & Miscall, 2008).

Hopkins and Jackson (2002:95) argue that “…distributed leadership along with social cohesion and trust” are at the core of capacity building. Two forms distributed – additive and holistic – have been identified by Leith wood et al (2007). The additive or cumulative pattern of distribution has different individuals uncoordinatedly engaging in leadership activities while the holistic pattern is a conscious alignment of leadership activities to foster collaboration between leaders and followers (Gronn, 2000; Mascall et al, 2008).

This study aims to contribute to extant school leadership literature by seeking to understand the influence of school leadership on schools’ academic performance and the applicability of leadership theories to the Kenyan secondary schools’ context.

Academic achievement indirectly through a mediated process (Hallinger & Heck, 1996). Some of the mediating variables of school leadership include teacher related factors such as beliefs and emotional states (Mascall et al, 2008). It is therefore possible that school leaders, for example principals, could exert indirect influence on a school’s mathematics performance through teachers’ instructional practices and motivations. Specifically, distributed forms of leadership have been positively associated with higher academic performance (Harris, 2004).

The list of dimensions is unusual in that it does not include the typical distinction between leading through tasks and organization and leading through relationships and people. Leith wood et al. (2004) for example, organize their literature review on “How Leadership Influences Student Learning” under three headings: setting direction, developing people, and redesigning the organization. The task–relationship distinction has been eschewed here because relationship skills are embedded in every dimension. In goal setting, for example, effective leadership involves not only determining the goal content (task focus) but doing so in a manner that enables staff to understand and become committed to the goal (relationships).

With student background factors controlled, leadership made a difference to students through the degree of emphasis on clear academic and learning goals (Bamberg & Andrews, 1991; Brewer, 1993; Heck teal., 1991).

 

In schools with higher achievement or higher achievement gains, academic goal focus is both a property of leadership (e.g., “the principal makes student achievement the school’s top goal”) and a quality of school organization (e.g., “schoolwide objectives are the focal point of reading instruction in this school”).3 If goals are to function as influential coordinating mechanisms, they need to be embedded in school and classroom routines And procedures (Robinson, 2001).

 

And recognizing academic achievement (Heck et al., 1991). There was also some evidence that the degree of staff consensus about school goals was significant discriminator between otherwise similar high- and low-performing schools (Golding & Pasternak, 1994).

Goal content is as important as the generic process of goal setting. The instructional leadership studies were more likely than transformational leadership to include leadership indicators that asked teachers to report the leaders’ emphases on particular goals, rather than the extent to which the school leadership provided a generic direction.

 

A similar point has been made by Leith wood and Jantzi (2006) in their discussion of the results of the role of transformational leadership in the English national literacy and numeracy reforms. They found that the degree of transformational leadership explained the extent to which teachers

Changed, but the extent of teacher change bore no relationship to students ‘achievement gains in either literacy or numeracy.

 

The present authors agree with the call of Leith wood and Jantzi (2006) for leadership researchers to focus more strongly on what changes leaders encourage and promote, rather than merely on the extent to which they promote unspecified changes Or innovation. Leith wood and Jantzi (2006) write: There is a significant gulf between classroom practices that are “changed “and practices that actually lead to greater pupil learning; the potency of leadership for increasing student learning hinges on the specific classroom practices That leaders stimulate, encourage and promote. (p. 223)In the context of goal setting, this means that what leaders and leadership researchers need to focus on is not just leaders’ motivational and direction-setting activities but on the educational content of those activities and Their alignment with intended student outcomes. The importance of goal setting is also suggested from findings of a meta-analysis of research on the direct effects of leadership on students’ academic achievements reported by Witziers et al. (2003).

 

Leaders in higher performing schools are distinguished from their counterparts in otherwise similar lower performing schools by their personal involvement in planning, coordinating, and evaluating teaching and teachers. Four interrelated sub dimensions are involved in this leadership dimension.

First, teachers in higher performing schools report that their leaders are actively involved in collegial discussion of instructional matters, including how instruction impacts student achievement (Heck et al., 1991).

 

Second, the leadership of higher performing schools is distinguished by its active oversight and coordination of the instructional program. School leaders and staff work together to review and improve teaching—an idea captured by that of shared instructional leadership (Heck et al., 1990; Hecker al., 1991; Marks & Printy, 2003). In high-performing schools, the leadership was more directly involved in coordinating the curriculum across year levels than in lower performing schools. This included such activities as developing progressions of teaching objectives for reading across year levels (Heck et al., 1991).

 

Third, the degree of leader involvement in classroom observation and subsequent feedback was also associated with higher performing schools. Teachers in such schools reported that their leaders set and adhered to clear performance standards for teaching (Andrews & Solder, 1987; Bamberg &Andrews, 1991) and made regular classroom observations that helped them improve their teaching (Bamberg & Andrews, 1991; Heck, 1992; Hecker al., 1990).

 

Fourth, there was greater emphasis in higher performing schools on ensuring that staff systematically monitored student progress (Heck et al., 1990) and that test results were used for the purpose of program improvement (Heck et al., 1991). For one study in Hawaiian primary schools, use of achievement data involved both principal-led schoolwide examination of Data and teacher-led classroom-based monitoring of students (Heck, 2000).

 

Teachers’ use of data to evaluate student progress, adjust their teaching, plan their weekly program, and give students feedback was a strong indicator of school quality, and level of school quality had a significant influence on student achievement in reading and math. It is important to consider whether these findings are equally applicable to elementary and high schools. The greater size, more differentiated structures, and specialist teaching culture of high schools would suggest that the

Degree of principal influence, in particular, may be attenuated (Siskin &Little, 1995). The present analysis provides some evidence relevant to this issue. Using a sample of 23 elementary

and 17 high schools, Heck (1992) found that the mean frequency of instructional leadership activity in both higher and lower performing schools was lower in the high school group.

The mean effect size for the influence of the principal or designee was 1.1standard deviations in elementary schools compared to 0.42 in high schools.

 

In sum, among higher performing schools, leaders work directly with teachers to plan, coordinate, and evaluate teachers and teaching. They are more likely than their counterparts in lower performing schools to provide evaluations that teachers describe as useful, and to ensure that student progress is monitored and the results used to improve teaching programs.

Suggest that leaders who are perceived as sources of instructional advice and expertise gain greater respect from their staff and hence have greater influence over how they teach. In addition, the principals’ central position in school communication networks means that their advice is more likely to have coordinating influence across the school (Friedkin & Slater, 1994).

Dimension 5: Ensuring an orderly and supportive environment.

 

These findings suggest that the leadership of effective schools is distinguished.

By emphasis on and success in establishing a safe and supportive environment through clear and consistently enforced social expectations and discipline codes (Heck et al., 1991). In one study that surveyed teachers, parents, and students (Heck, 2000), there were consistent reports

Across all three groups of the extent to which they felt safe, comfortable, and cared for.

 

An orderly and supportive environment is also one in which staff conflicts quickly and effectively addressed. In one study, principal ability to identify and resolve conflict, rather than allow it to fester, was strongly associated with student achievement in mathematics (Eberts & Stone, 1986). A second variable, measuring differences between teacher and principal perceptions of the latter’s ability to identify and resolve conflict, discriminated even

More strongly between higher and lower performing schools.

 

The belief that leadership matters when it comes to academic performance is generally accepted within educational leadership studies (Hallinger & Heck, 1998; Spillane et al, 2004; Wahlstrom & Louis, 2008), yet some scholars have questioned the validity of this claim (Witziers, Bosker, & Krüger, 2003). Those that hold this divergent position have argued that there is no sufficient

proof that school leadership really matters. Some empirical studies, especially in the Netherlands, have reported finding no significant influence of school leadership on students’ academic performance (Hallinger & Heck, 1998).

 

2.3 Other factors that influence students’ academic performance of students in selected schools in rwampala county, mbarara district.

Internal and external factors affect the student academic performance. This entire host of reasons are at work when society refuse to take responsibility and when children themselves behave inappropriately or fail to meet a passing standard. In fact, there probably are as many factors as there are struggling students. However, by grouping factors according to sources, you can begin to identify where specific performance factors come from and how they intertwine with each other. Children’s behavior and attitude towards school is influenced by our society today.

Student-Related Factors

There are some reasons for poor performance that are specific or related to the students and not related to external factors. For example, bullying. The evolution of technology and social media communication has, in some countries if not most, made it easier than ever for young people to be exposed to environments that can make bullying unbearable and even more threatening than ever before. Self-motivation, learning disability is student-centered and may create an obstacle to reaching certain academic standards. Motivation also can play a factor in poor performance. A student may be fully capable of earning high grades but might simply not care enough about education to exert the effort. Issues of motivation could be placed upon the parents or even the school, but sometimes a child simply does not enjoy learning.

Teacher-Related Factors

Africa loses an estimated 20,000 skilled personnel a year to developed countries in search of better employment opportunities including qualified teachers. South Africa as an example; the country needs 15000 more Teachers a year while Uganda’s ratio of student to qualified teacher is 42:1 for primary school while secondary is 31:1 .Teachers play a significant role in student performance and also can be responsible for poor student performance. For example, if a teacher lacks experience or is dispassionate about teaching, the children might not be able to develop comprehensive understandings of the subject material. Furthermore, if the teacher suffers from a classroom management problem, such as extreme authoritarianism, the classroom environment might hinder fruitful class discussions and collaborative learning. It also can deter students from applying themselves to the best of their abilities. Food for thought, something has got to be done!

School-Related Factors

The number of children enrolled in primary schools more than doubled between 1990 and 2012, from 62 million to 149 million children in Sub-Saharan Africa. This is a huge increase in enrollment compared to what the schools are able to accommodate, let alone increase the number

of qualified teachers. Schools themselves can then be contributors to low student performance when one analyses these numbers. In such an environment, students then have to put forth less effort because the expectations placed upon them have been lowered in order to cope with increased demand for education. Furthermore, governments’ lack of ability to provide more school funding increases the disparity.

In schools that can’t afford more teachers or building expansions, classes sometimes become overcrowded to the point that children learn under trees and teachers have to spend more time on ‘classroom’ management than on teaching, which can result in lower student performance. Rural and township schools are the most affected and in these areas you also find the highest levels of poverty, given that 32 of the world’s 38 heavily indebted poor countries are in Africa. Food for thought, something has got to be done!

Family-Related Factors

Finally, family-related factors can play a critical role in a student’s academic performance. Average life expectancy in Africa is only 46 years due to HIV/AIDS. For instance, when both parents are deceased as a result of HIV/AIDS, older children take the responsibility to raise and provide for their siblings. Such heavy responsibility on a minor has a huge impact on academic performance. In most cases the older children are forced into early marriages and or prostitution in order to escape this responsibility. ‘Child marriages’ is one family related major contributor to factors that affect academic performance of children.

In urban areas most working parents are too busy to care about their children’s performance, causing children to lose their academic focus. Furthermore, living in poverty also can distract a child from academics because survival becomes a more immediate and pressing priority. Both of these examples include situations in which the parents are not intentionally harming a child’s education, but such cases still can impact the problem. In extreme examples, if a parent or other family member is abusive, that situation easily can consume a student’s attention and cause his or her academic performance to decline dramatically.

Yvonne Beaumont Walters, kola soyibo,(1998) further elaborated that student performance is very much dependent on SEB (socio economic back ground)as per their statement, “High school students’ level of performance is with statistically significant differences, linked to their gender, grade level, school location, school type, student type and socio-economic background (SEB).”

2.4 The measures that can be taken to improve on students’ academic performance in schools in rwampala county, mbarara district.

Parental Involvement Strategy

On the influence of parental involvement strategy on students’ academic performance in public secondary schools in ASAL areas in Kenya, schools as organizations involve parents in fee payments and in the supervision of student’s academic progress. Most parents attend parent meetings and there is a parent’s teachers association which every parent of a given school is a member. The work of teachers is to ensure that the students perform well academically. Parents

mostly play a subsidiary role of providing financial support. Spera (2006) pointed out that parental involvement in education tends to decrease across middle and secondary school, due in part to adolescents’ increasing desire for autonomy and in part to changes in school structure and organization. Provision of Support Programs Strategy

In respect to the influence of student support programs strategy on students’ academic performance in public secondary schools in ASAL areas in Kenya, schools have assigned a mentor to lead and guide students, counseling programs are available to students, remedial coaching is provided to slow learners and students are properly tutored. Extra coaching for instance helps the weaker students to be at bar with other students thus enabling the school get good grades. Mentoring of students by teachers and adults is crucial for their success.

Capacity Building Strategy

In regard to the influence of capacity building strategy on students’ academic performance in ASAL areas in Kenya, the teachers are continuously inducted in workshops and trainings for capacity building, teachers are involved in decision making to improve on their leadership skills, teachers are regularly taken through leadership courses and programs and teachers are often enrolled in fully sponsored in-service training programs by the employer. Good academic performance is realized due to, qualified teachers and adequate learning materials availability. As such, most teachers in public schools in ASAL areas in Kenya are already better trained to effectively impart relevant knowledge to their students.

Behavior Modification Strategy

On how behavior modification strategy impacts students’ academic performance in ASAL areas in Kenya, students are sensitized on the importance of having good role models, punishment is administered to offenders according to their International Journal of Social Science Studies Vol. 3, No. 4; 2015

Level of misdemeanor, exemplary behavior is usually acknowledged with positive reinforcements and students are trained on how to monitor and evaluate their behavior and set goals. Good behavior guarantees good grades. This is because students do not waste their study time on other unnecessary things. Desirable behavior is reinforced in schools by rewarding the most disciplined students.

Provision of Life Skills Strategy

On how Life Skill strategy affects students’ academic performance in ASAL areas in Kenya, students in the school are good at solving problems, most students are able to think creatively, students are able to communicate effectively and students are able to cope in stressful situations. Imparting students with Life Skills knowledge enables them to be assertive. The students become judgmental thus will not involve themselves in disruptive activities. Rooth (2000) points out that Life Skills are needed for successful living in the twenty first century. Life skills include disciplined work habits, caring attitudes, and the ability to cope as well as to create one’s own opportunities..

Academic Indicators Strategy

On academic performance indicators strategy in ASAL areas in Kenya, good grades in national examinations, syllabus completion on time, improved student discipline and excellent performance in inter-school academic contests shows that the school is performing well academically. A good grade in the national examination is an indicator to good performance. However, the ability to complete the syllabus on time could be a major booster in posting even more impressive grades in the national examinations. World Bank (2002) notes that student achievement is evaluated by the mark or grade that student attain in tests or examinations done at the end of the topic, term or year or education cycle.

 

 

 

 

 

 

 

 

 

 

CHAPTER THREE: METHODOLOGY

introduction

This presents the methods employed in data collection and analysis .it describes the research design, study populations, sample size, sample design, sample procedure, data collection tools, data processing and analysis.

3.1 research design

This study will adopt descriptive research design where both qualitative and quantitative data will be employed to gain an in-depth understanding of the impact of school leadership on students’ academic performance in schools in rwampala county, mbarara district.

Qualitative data will help in drawing conclusions and recommendations .it will further enable the assessment of impact of school leadership on students a academic performance in schools in rwampala county mbarara district. While quantitative research design will be used to evaluate facts collected from the field.

3.2 Sample population and sampling size

The survey populations will comprise of 100 respondents of whom both are the  headmasters ,director of studies, students leaders and teachers found inn selected schools in rwampala county ,mbarara district and theses schools include; rwampala comprehensive school,kinoni high school,laki high school bujaga,kinoni girls secondary school,rugando college secondary school. The sample size will be got from the study [population, of the people in the selected schools in rwampala county mbarara district.

Category Number of RespondentsHeadteachers 05Director of studies 05teachers 20Student leaders 20students 50Total 100

 

 

3.3 Sampling techniques

The researcher will use a stratified random sampling technique during the field study .stratified random sampling is a process of sample selection which involves dividing the population into non overlapping groups called strata’s or selecting the sample from each stratum using simple random techniques .the choice is made in order to enable the researcher get adequate representation of the whole population .With stratified random sampling, the sample will be kept small without losing its accuracy .

 3.4 Source of the data

Data used will be both primary and secondary .primary data will be collected by the use of questionnaires and secondary data will be collected by the use of internet and reports, including journals.

3.4.1 Primary source

Data will be collected by the uses of questionnaires .theses will be designed by the researcher and they will be distributed to the prospective selected schools in rwampala county, mbarara

district. That is rwampala comprehensive school, kinoni high school, kinoni girl’s secondary school, laki high school bujaga, rugando college secondary school.

3.4.2 Secondary source of data

The source will comprise the review of textbooks, journals, newspapers articles, internet and earlier researcher on the problem.

3.5 Data collection tools.Data will be collected from primary respondents using a focus/guided interview and self administered questionnaires. A self administered, questionnaire and direct interviews will be used to collect information from the respondents of this study. Secondary data will be collected using journals, newspapers and library sources.

3.5.1 InterviewsThis will involve conversations between the interviewer and the respondent. In this case the researcher will use guided/focused whereby the study objectives will guide  the interviewer and the respondent will be given a considerable degree of latitude within the frame work .It is preferred  because the respondent will be given a freedom to talk about the topic and given their views in their own time . The interview guide is used since it also gets the views of people who do not know how to read and write and also gives first hand information from the respondents.

3.5.2 QuestionnaireA questionnaire is a research instrument consisting of a series of questions and other prompts for the purpose of gathering information from respondents. Burns, A. C. (2010). The researcher will set open and closed ended questions to the respondents during the time of the field study. These will be set in relation to the study objectives where the respondents will answer in writings. A questionnaire is preferred since it increases the response rate in a short period of time.

3.6 Data quality control

To ensure validity of the mentioned instrument, the researcher will ensure that questions or items in it conform to the study’s objectives.

To ensure reliability, the researcher will test reliability of the instrument using retest methods whereby the questionnaires will be distributed to different groups of people at different point of time to test whether the same information is provided.

3.7 Data analysis

Data from the research field will be analyzed by both qualitative and quantitative methods.quantitavely, data will be used to generate tallies, frequencies and there after computer

programs like spss will be used to sort the findings and present them in tabular and graphical form in units of percentages.Qualitatively, thematic analysis will be applied .by this method data will be coded and arranged in themes and sub-themes leaving a room for exploration

REFERENCES

Alig-Mielcarek, J. M., & Hoy, W. K. (2005). Instructional leadership: Its nature, meaning,

And influence. In C. G. Mikel & W. K. Hoy (Eds.), Educational leadership and reform

(pp. 29-52). Greenwich, CT: Information Age.

 

Andrews, R., & Solder, R. (1987). Principal leadership and student achievement. Educational

Leadership, 44(6), 9-11.

 

Bamberg, J. D., & Andrews, R. L. (1991). School goals, principals, and achievement. School

Effectiveness and School Improvement, 2, 175-191.

Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Thousand Oaks, CA: Sage.

 

Bell, L., Bolam, R., & Cubillo, L. (2003). A systematic review of the impact of school head teachers and principals on student outcomes. London: EPPI-Centre, Social Science

Research Unit, Institute of Education.

 

Bollman, L., & Deal, T. E. (1991). Reframing organizations. San Francisco: Josei Bass.

Busser, S. T., Dwyer, D. C., Rowan, B., & Lee, G. V. (1982). The instructional management

Role of the principal. Educational Administration Quarterly, 18(3), 34-64.

 

Brewer, D. J. (1993). Principals and student outcomes: Evidence from U.S. high schools.

Economics of Education Review, 12(4), 281-292.

 

Brown, D. J., & Keeping, L. M. (2005). Elaborating the construct of transformational leadership:

The role of affect. The Leadership Quarterly, 16(2), 245-272.

 

Burns, J. M. (1978). Leadership. New York: Harper & Row.

 

Cheng, Y. C. (1994). Principal’s leadership as a critical factor for school performance: