THE INFLUENCE OF HEADTEACHERS’ IDEALIZED INFLUENCE (CHARISMA) PRACTICES ON LEARNER ACADEMIC PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN GANZE SUB COUNTY
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Abstract
This study examined the influence of headteachers’ idealized influence (charisma) practices on learner academic performance in public primary schools in Ganze Sub County, Kilifi County, Kenya.The objectives of the study were: to examine the influence of role model behaviors on learner academic performance in public primary schools in Ganze Subcounty,to determine the influence of ethical leadership on learner academic performance in public primary schools in Ganze subcounty Kilifi county lastly to examine the influence of building school trust on learner academic performance in public primary schools in Ganze subcounty Kilifi county. The study was guided by Theory X and Y. A mixed-methods approach was employed. The design of the study was a descriptive survey. Data was collected from 210 respondents comprising headteachers, teachers, learners, and education officials through questionnaires, interviews, and document analysis. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were analyzed thematically. The findings revealed a statistically significant and positive relationship between headteachers’ idealized influence and learners’ academic performance (β = 0.366, p < 0.001). Headteachers who demonstrated ethical leadership, earned admiration, and fostered trust significantly contributed to improved learner engagement, discipline, and academic achievement. The study concludes that charisma-based leadership is a powerful determinant of academic success in resource-constrained settings.
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References
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