PERCEPTION OF SECONDARY SCHOOL TEACHERS ON THE PRINCIPALS’ LEADERSHIP STYLES IN SCHOOL MANEGEMENT IN KAKAMEGA CENTRAL DISTRICT, KENYA: IMPLICATIONS FOR VISION 2030
Musera Geoffrey, Achoka J.K.S, Mugasia Emmily

Abstract
Enrolment at secondary school level continues to rise as a result of FPE and subsidized secondary tuition coupled with pressure to produce quality results. However, questions about the ability of secondary schools to produce quality grades have generated a lot of debate among the stakeholders. This has greatly been attributed to the principals’ leadership styles. The study explored the perceptions of secondary school teachers on leadership styles of principals in school management in Kakamega Central district. The main objectives were; to establish the characteristics of teachers engaged in school management; to identify the leadership styles of the secondary school principals in school management and to identify perceived challenges of teachers’ engaged in school management in Kakamega Central district. The study adopted an exploratory approach using a descriptive survey. A sample of 13secondary schools ware selected. A sample of sixty five teachers consisting of 13 deputy principals and 52 class teachers participated in the study. The main tool of data collection was a questionnaire. Descriptive statistics was used in data analysis. The findings reveal that school management is a preserve of male and those who had served long in the teaching profession. The type of leadership style of the sampled schools is transformational. This is a good sign as the attainment of Vision 2030 and the educational millennium development goals are hinged on learning organizations. It is expected that more workshops and seminars be organized so as to sensitize school managers on the importance of learning organizations.

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