Head teachers’ role in policy making in secondary schools in Kenya: a case of Kobujoi Division in Nandi County

Abstract

Policy making in education in Kenya is usually the concern of those in authority such as the legislators, Minister of Education, Ministry officials among others. However there are school based policies that are a concern of the Head teacher. This study sought to investigate the role of head teachers in the formulation and implementation of school-based policies in Kenya. The study was conducted in all the ten secondary schools that are found in the study area. It involved all the ten head teachers who were chosen purposively, through simple random sampling fifty teachers and three hundred students were chosen as respondents. The study was guided by collegial theories which assume that organizations determine policies and make decisions through a process of discussion. The study adopted descriptive survey design. The study revealed a significant difference in the perceptions of the respondents regarding the head teachers’ involvement of students, teachers and parents in school- based policy making and schools’ effectiveness in terms of improved academic performance. The study further found out that the head teachers do not involve other stakeholders (teachers, students and parents) in school-based policy making which negatively impacts on schools’ academic achievement.