scholarly journals Investigation on the Influence of Leadership Styles on Students’ Academic Performance in Selected Secondary Schools: A Case Study of Gasabo District, Kigali, Rwanda

2017 ◽  
Vol 07 (02) ◽  
pp. 18-26
Author(s):  
Mr. Harerimana Jean Paul ◽  
Ms. Adegoke Oyebimpe Toyin
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Leadership Styles

scholarly journals Strategic Leadership Practices and Academic Performance in Public Secondary Schools in Kericho County, Kenya

2021 ◽  
Vol 3 (3) ◽  
pp. 52-71
Author(s):  
Winrose C Bett ◽  
Shadrack Bett
Keyword(s):  
Resource Allocation ◽  
Academic Performance ◽  
Secondary Schools ◽  
Leadership Styles ◽  
Leadership Style ◽  
Leadership Practices ◽  
Teaching And Learning ◽  
Collective Responsibility ◽  
Strategic Leadership ◽  
Learning School

Academic performance among learners has been pulled into much consideration in the worldwide field in this manner, requiring the execution of the essential procedures to help improve and keep up performance in auxiliary schools. Strategic leadership practices are fundamental in schools due to the changing climate, unpredictable, dubious, and vague. It stays to be one of the significant impacts on the academic performance of understudies in auxiliary schools. The examination tries to discover the strategic leadership practices and academic performance in open auxiliary schools in Kericho County, Kenya. The essential objective of the study was; to inspect the impacts of strategic leadership styles, the stakeholder's involvement, resource allocation, and school laws and guidelines on academic performance in public secondary schools in the Kericho county. This investigation was founded on Path-goal theory, transformational leadership approach, and trait leadership theory. The investigation utilized a descriptive examination design because the design focuses on finding relationships between variables. A stratified random sampling method was utilized to choose the respondents from the sampling outline. The objective populace for the examination was 540 subjects. The sample size of the examination was 108, including 18 school heads, 36 departmental heads, and 54 class educators in optional schools in Kericho County. Information was gathered utilized an organized survey with both open and closed questionnaires. Information was dissected by use of both descriptive and inferential statistics with the guide of SPSS software. The outcomes were introduced in different configurations, including diagrams, pie graphs, and recurrence tables. Cronbach's alpha was used to estimate the degree of reliability of the exploration instruments. The ANOVA and T test were used in data analysis to generate quantitative reports through tabulations, percentages, frequencies and measures of central tendency. The study found out that there is a significant relationship between strategic leadership practices and academic performance. The study found out that the leadership style, stakeholder’s involvement, resource allocation, and school rules and regulations greatly influence academic performance in public secondary schools in Kericho County, Kenya. According to the study, the principal should use the most appropriate leadership styles that facilitate collective responsibility in order to create a conducive environment for teaching and learning; school management should develop capacity building programs to empower both the principal and teachers in their leadership skills and styles; and teachers should be involved. To guarantee that academic performance in the region is improved, the principal should work closely with school boards of management and the ministry of education. Besides, there is need for keen management of schools and continuous meetings between the principal, teachers, and the parents for planning and monitoring academic progress of the pupils. Lastly, the recruitment of principals and teachers should be taken as a serious practice by the teacher’s service Commission to ensure the deployment of the most qualified and experienced principals and teachers.

scholarly journals Teacher-Students’ Relationship and Students’ Academic Performance in Public Secondary Schools in Magu District, Tanzania

2021 ◽  
Author(s):  
Mahona Joseph Paschal ◽  
Demetria Gerold Mkulu
Keyword(s):  
Academic Performance ◽  
Secondary Schools ◽  
Freedom Of Expression ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teachers And Students ◽  
Teacher Students ◽  
Descriptive Survey ◽  
School Heads

This study explored the influence of teacher – students’ relationship on students’ academic performance in Tanzania using Magu District as a case study. The sample for this study was 130 respondents that were drawn from six public secondary schools both by using rondom sampling and purposive sampling; 6 school Heads, 57 teachers, 66 students and one District Educational Officer. A descriptive survey approach was used in this study. In order to get information, the researcher used questionnaire and interview as instruments. The results of this study indicated that teacher–students’ relationship is a crucial determinant and catalyst to academic performance in Tanzanian public secondary schools. The study identified among others that teacher - students relationships helps students to feel cared for by their teachers, helps students to have freedom of expression in the classroom and help teachers and students to be an integral part of the classroom as they participate actively. From the findings, it is concluded that despite the fact that teachers and students were aware of the elements of teacher- students relationships poor teacher – student relationships were still recorded in schools. Therefore, it is recommended that teachers should introduce close relationshis with students. Also, the study recommended that, performance of students can only be attained if teacher – students relationships will be maintained

scholarly journals PROVISION OF NECESSARY TEACHING AND LEARNING NEEDS FOR IMPROVING ACADEMIC PERFORMANCE OF STUDENTS WITH VISUAL IMPAIRMENT IN TANZANIA INCLUSIVE SECONDARY SCHOOLS

2021 ◽  
Vol 9 (4) ◽  
pp. 303-323
Author(s):  
Celestine D. G. Karuhawe
Keyword(s):  
Qualitative Research ◽  
Academic Performance ◽  
Secondary Schools ◽  
Visual Impairment ◽  
Teaching And Learning ◽  
Continuous Process ◽  
Research Approach ◽  
Learning Needs ◽  
The Government

This paper focuses on provision of necessary teaching and learning needs for improving academic performance of students with visual impairment study- ing in inclusive private as well as public secondary schools in Tanzania. It was guided by the following three specific objectives: to analyse reasons for provid- ing necessary teaching and learning needs of students with visual impairment in Tanzania inclusive secondary schools; to assess types of teaching and learn- ing needs that are necessary in provision of education for VI students in Tanza- nia inclusive secondary schools; to highlight significance of providing necessary teaching and learning needs to students with visual impairment in Tanzania inclusive secondary schools. The Open System’s Model was adapted in conducting this study. The model provides pieces of advice for provision of education under the following stages: input, process, and output to enable students learn efficiently as well as per- form better in studies and examinations. In its pursuit, the study applied qualitative research approach and a case study design. Qualitative research approach and the case study allowed the researcher to avoid biases by sup- porting researched information with clear facts as advised in rules of credibil- ity, transferability, dependability, and confirmability. Twenty-four participants selected under purposive sampling procedure were involved in the study. Semi- structured interviews and focus group discussions were the employed data col- lection methods. The researcher insists that necessary teaching and learning needs should always be provided in Tanzania inclusive secondary schools for students with visual impairment. Their significance is to facilitate students’ les- son understanding and better performance in examinations. Good examination results will assure parents and the government on extent to which education provided in the country meets intended national goals. It should be maintained by making provision of such needs a continuous process.

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