The Influence of School Heads’ Leadership Practices in Enhancing Quality Teaching and Learning Processes in Public Secondary Schools

Abstract

The study's objective was to investigate on the influence of school heads’ leadership practices in enhancing quality teaching and learning processes in public secondary schools in Buchosa District. The study was guided by two specific objectives which are; to determine the major challenges faced by school heads in enhancing quality teaching and learning processes in public secondary schools and to propose possible strategies that can be employed to overcome the challenges facing school heads. Also, the study was guided by the Contingent Theory of Leadership, which was developed by an Austrian Psychologist Fred E. Fiedler in the 1960s. The study employed a mixed research approach where a convergent parallel design was used. Moreover, the study used 157 respondents who were selected through purposive and simple random sampling techniques. Data was collected through an interview guide and questionnaire. To determine the validity of the research instruments, the study used content and face validity and reliability was measured by using the split-half method. All aspects of trustworthiness in qualitative research were considered. Qualitative data was analysed and presented through thematic analysis, while quantitative data was presented by using figures, tables, and charts. The findings demonstrated that limited funding, overcrowded classrooms, teachers’ low morale, lack of support from teachers and parents, limited resource allocation, shortage of school infrastructure and shortage of learning materials were the major challenges facing school heads in Buchosa Public secondary schools. However, to overcome those challenges, school heads should enhance leadership training to improve administrative skills, foster collaboration among teachers to promote a positive school culture, engage parents and the community to support school initiatives, utilise data-driven decision-making to address academic performance issues, advocate for increased funding and resources to improve facilities and learning materials, and implementing effective communication channels to ensure transparency and build trust within the school community. The study recommended that the government and policymakers should increase funding allocations specifically earmarked for education. By prioritizing education in the national budget and creating targeted grants for under-resourced schools.