Abstract:
Secondary schools in Kenya have continued to experience challenges in specific
correlates that characterize effective schools. Whereas the role of the school leader in
addressing these challenges has been extensively explored in research, there is not
much empirical evidence on the role of student leaders in enhancing these correlates
of effective schools. Therefore, this study aimed at investigating the relationship
between student leadership and selected correlates of school effectiveness in
secondary schools in Kenya. The specific objectives of the study were to: determine
the skills acquired through student leadership in secondary schools in Kenya, establish
the relationship between student leadership and academic achievement in secondary
schools in Kenya; establish the relationship between student leadership and student
discipline in secondary schools in Kenya; and establish the relationship between
student leadership and the effectiveness of communication between students and the
school administration in secondary schools in Kenya. The study was based on the
Progressive Education Theory, by Dewey, as cited in Levin (1980); and the
Participative Leadership Theory as proposed by Yukl (2006). The literature review
focused on the concepts of student leadership in schools and the selected aspects of
school effectiveness under investigation. The study adopted a mixed method research
design whereby data that was presented both qualitatively and quantitatively was
collected. The data was collected using questionnaires and interview schedules. The
study targeted secondary school head teachers, deputy head teachers and student
leaders from public secondary schools. The total sample size was 339 respondents,
comprising of 113 headteachers, 113 deputy headteachers and 113 student leaders
who were randomly selected from the sampled schools. These sample schools were
chosen using cluster, stratified, and simple random sampling techniques. The
collected data was analyzed using both descriptive and inferential statistics. The
descriptive data was presented using tables of frequencies and percentages, while the
Pearson Correlation Coefficient was used to infer on the relationship between student
leadership and the selected correlates of school effectiveness. The findings of the
study showed that there is a positive correlation between student leadership and
academic achievement (r = .462), student leadership and student discipline (r = .547),
and student leadership and effective communication (r = .457) in secondary schools.
These findings will be useful in helping secondary school administrators and
managers, the Ministry of Education, and other key education stakeholders in coming
up with ways of strengthening student leadership in schools so as to enhance overall
school effectiveness.