Effect of School Leadership Culture on Learner Performance In Mathematics in Public Secondary Schools in Nyandarua County, Kenya

Abstract

Leadership premised on collaboration, consultation and strategy may develop a culture that motivate learners and teachers to create an environment conducive for learning Mathematics in secondary schools. Low performance in Mathematics may likely limit career options, diminishing individual chances of meaningful contribution in the wider society and this study addressed collaborative, consultative and strategic leadership approaches as determinants of learner performance in Mathematics at KCSE. This study adopted invitational theory by William Watson Purkey and Betty Siegel in 1978, emphasized that learning is enhanced when learners are positively encouraged or ‘invited’ into the school culture that recognizes inbuilt human values, responsibilities and capabilities that intentionally summons stakeholders to exploit boundless individual potential for better performance in Mathematics.The philosophical foundation of this study stems from positivist and constructivist epistemology that considers observable and perceived evidence as forms of scientific findings in generating sound evidence. This informed adoption of ex-post facto research and study sought information using questionnaires and interview schedules from 76 Mathematics and 15 principals respectively. Findings of the study established that school leadership styles play a significant role in predicting learner performance, with strategic leadership (p-value = 0.016) emerging as the most significant factor in enhancing learner performance in Mathematics. the study recommends the MOE to strengthen policy on strategic leadership training for principals and that research opportunities may target exploring effects of collaborative and consultative leadership approaches on teaching-leaning in Mathematics.