CHAPTER ONE

INTRODUCTION

• Introduction

This chapter presents the background to the study, problem statement, and general objectives

of the study, research questions, scope, and limitations of the study, significance of the study, definition of terms and organization of the study. 

1.1 Background of the study 

Globally, education is striving to define better processes through which the educational Out comes can prove to be relevant to society and of high quality. A number of issues have been investigated to this end by several scholars in the education field and among the abundant is the influence of a principals’ Leadership style on academic performance of students. With continuous desire and pressure to achieve set objectives, Leaders are constantly under pressure to identify and apply a variety of Leadership styles such as democratic, transactional, autocratic, and Leadership styles (Mwaura & Thinguri, 2014).

Broadly defined, Leadership style is a behavior used by a Leader to motivate the subordinates to strive to achieve the organizational objectives according to Mwaura and Thinguri (2014). While to Bass (1997) a Leadership style is a behavioral tendency and characteristic methodsof persons in Leadership positions. The significance of Leadership style on academic performance can be over emphasized as several scholars have observed that it is a critical ingredient in the process box of education system. According to Kendra (2011), it not only critically define the organizations Leadership but also influences it entire culture. A call on both school administrators and country heads have been made for a better Leadership style for improved educational outcomes. A recommendation in one study by Enggelbrecht, Oswald and Forlin (2006) called upon the South African teachers to embrace a belief and commitment to personal endeavors for excellence after finding a recognizable pattern in the influence of Leadership style of head teachers in most schools. Similarly several studies identifying challenges in Kenya’s education system forward a number of recommendations including equipment of school Leaders with dynamic Leadership skills that squarely addresses the challenges (Gitau, 2010; Kabuchi, 2010; Katana, 2007; Mugo, 2008).

However Leadership styles are a factor of an organization’s characteristics and what works for one organization may not necessarily work for the other (Al-safran, Brown, & Wiseman, n.d.). For example out of 183 schools in the United States studied in TIMSS data, 56 school principals used authoritative styles to exercise decisions and only 12 used the integrative Leadership approach with the two approaches producing varying influence on education. Authoritative Leadership style has been found to be predominant in Kuwait according to a  comparative study between USA and Kuwait. The principals in Kuwait use more authoritative style of Leadership to manage their schools and produce high cooperation between teachers and the principal just as the integrative style predominant in the United States (Al-safran et al., n.d.).

There is great attention and value attached to the importance of school Leadership behavior and styles to the operations of academic institutions Naresh (2009).  In the Rwandan  perspective, the 1994 genocide against the Tutsi did not spare any sphere of the national angles and seriously affected the whole of the Rwandan society. This tragic event profoundly affected the socio economic structures of the country and living conditions of the population. The government of national unity is interested in reinforcing national cohesion as well as promoting reconciliation of all its citizens and the development of the country. In order to achieve these goals, it has placed education management and Leadership at the top of its priorities (MINEDUC, 1998) since education is one of the most feasible channels through which the tarnished status quo of the country can be retrieved. 

Education is an important investment for both an individual, in particular, and the nation in general. It empowers men and women and provides opportunities for active participation in development by inculcating knowledge, skills and attitudes that are compatible with sustainable development. The government recognizes the importance of education Leadership in the development of the country, as it has embarked on improving the quality of education Leadership via good Leadership of schools as a bridge to students’ performance (MINEDUC, 2011).

The government has enhanced the education policy in order to raise the education quality and students’ performance. The emphasis is on quality of Nine Years Basic Education (9YBE), Twelve Years Basic Education (12YBE), strengthening Technical and Vocational Education

Training (TVET) and improving the quality of tertiary education. In order to achieve its educational objectives at secondary level, the government increased the number of teachers by 40%, the number of qualified teachers by 45% and the number of schools by 47% between 2000/01 and 2005 /06 (MINEDUC, 2011).

The training of head teachers in all secondary schools on Leadership, values, principles and other relates value of Leader has been organized to resolve and strengthening the education challenges (MINEDUC 2010). The General Inspectorate of Education report (GIE, 2011)  declared the Leadership and Leadership of secondary school lays in the hands of school head Teachers, districts authorities where the school is located and parents committees appointed by parents themselves also play a role in the school Leadership with students’ decision making through their elected representatives.  The head teachers as the chiefs of all school Leadership and Leadership would find and supervise all activities within their schools of jurisdiction, and yet this report of 2011, declared that lesson evaluation carried out for 24 teachers in Kigali City between July and September revealed that only 5 out of 24 used learner-centered methods of teachings (IGE, 2011).

In general, teachers are still reluctant to prepare required pedagogical documents. Most of the teachers do not prepare schemes of work, lesson plan and class diaries. They don’t mind about preparing exercises and administering follow-up activities to learners that effectively enhance learning and students’ performance. They found again in an inspection exercise carried out in 50 secondary schools in Kigali City and Eastern province, the inspection report reveals that 10 out of 50 teachers had only prepared their lessons and other required pedagogical documents (MINEDUC, 2011).

This poor preparation of the pedagogical document affects the performance of the students, since there is no supervision on teaching exercises. All this manifests how some Leaders of secondary schools in Rwanda do not perform effectively their responsibilities in order to raise the high academic performance of the students in their schools. The education Leadership evaluation done in Kicukiro District (2010) reveals that some secondary schools do not meet the ministerial standards of school Leadership. The information collected manifested poor Leadership of teaching staff where teachers do not respect their time tables and school programs. These teachers miss work without vivid explanations as required by the labor law (MINEDUC, 2010).

1.2 Problem statement 

Students’ academic performance in terms of high grades is one of the pertinent aspects and issue of concern in Tubah Municipality and in CCAST Bambili in particular. Public and private schools are expected to prepare students academically so that they can compete in a global level, as well as be held accountable by legislation. As part of holding schools accountability for students’ achievements, teachers

are required to become “highly-qualified” in the subject areas they teach. Very few qualifications demands are placed on administrators such as “highly-qualified” in maintaining the success of the educational system.

Much of the current literature studying school Leadership posits that Leadership has a minimal direct impact on student achievement (Ross & Gray, 2006). Kruger, Witziers and Sleegers

(2007), postulated that Leadership is no longer proposed as having a direct influence on academic outcomes, but indirectly influences instructional organization and culture. Its important to research the extent to which school Leaders and Leadership styles impact student success. 

The head teacher’s chief responsibility is to supervise all activities within a school by ensuring both teachers, nonteaching staff and students work towards the educational goals of the school and the nation at large. Such responsibilities must ensure that teachers prepare their documents for lesson delivery adequately, the school environment is safe for learning among other duties.  However according to IGE report of 2011only 5 out of 24 teachers used learner –centered methods of teachings, teachers were reluctant to prepare required pedagogical documents (IGE, 2011) and cared less about preparing exercises and administering follow-up activities to learners (MINEDUC, 2011). No clear report or formal investigation maps this lack of readiness to deliver quality learning and teaching to the style of leadership of the head teacher though several other factors have been pointed out. The need to provide empirical data upon which the stakeholders’ concern can be addressed was the motivation for this study. Specifically there was need to investigate the school Leadership input to the situation hence the research title: ‘ Leadership Styles and student’s academic performance”: a case study of selected secondary schools CCAST Bambili.

1.3 Objectives of the study

The objectives of this study are groups in general and specific objectives. 

      1.3.1 General objective

The purpose of this study is to establish the relationship between school Leadership practice and students’ academic performance in CCAAST Bambili.

1.3.2 Specific objectives

• How does decision making by influence students’ academic performance
• To explain the extent to which principals motivation influence student’s academic performance.
• To examine how collaboration as a leadership practice by the principal affects students’ academic performance
• How does cooperation as a leadership practice by school principal affects students’ academic performance
• How communication as a leadership by school principals affects students’ academic performance.

1.4 Research questions

At the end of this study, the researcher provided the answers to the following specific

questions:

• How does leadership practice affects students’ academic performance Tubah Municipality (CCAST Bambili)
• To what extend does communication as a leadership practice affects students’ academic performance
• How does participation affects students’ academic performance
• How does collaboration affects students’ academic performance
• How does motivation as a leadership practice affects students’ academic performance
• How does cooperation affects students’ academic performance in CCAST Bambili.