Abstrait

Influence of Principals� Individualized Consideration on Students� Performance at Kenya Certificate of Secondary Education in Public Secondary Schools, Kenya

Judith Mbithe Musyoki1*, Ursulla Okoth2, Jeremiah Kalai2 and Joshua Okumbe2

Transformational leadership transforms motivates, encourages the aspirations of the followers. The purpose of this study was to investigate the influence of principal’s individual consideration on students’ performance at Kenya Certificate of Secondary Education (K.C.S.E) in public secondary schools in Makueni County, Kenya. The objective that guided the study was to: Establish influence of the principals’ individualized consideration on students’ academic success at K.C.S.E in Makueni. The hypothesis was that Principals’ individualized consideration dimension and mean scores of students’ at KCSE in Makueni has no significant relationship. The study used transformational leadership theory by Burns (1978) which consist of individual consideration dimension and is very crucial to academic performance. The conceptual framework of this study is based on the relationship between the principals and student academic performance. The sample comprised of 111 principals, 729 teachers and 12 Ministry of Education officials drawn from 388 secondary schools. Questionnaires and interview guide were used to collect data. Validation of the questionnaires through test-re-test method and by use of expert judgment. Reliability was computed using Cronbach’s alpha method. The coefficient value was 0.85 at alpha = 0.05. Data was analyzed using both descriptive Pearson’s correlation coefficient that test showed a strong correlation for individual consideration and KCSE students’ mean scores. The result indicated a negative and strong correlation between individual consideration and students’ KCSE performance It was concluded that principals’ articulation of the vision and the spirit of encouragement and Appreciating individuals increased performance at KCSE.