The relationship between student leadership and selected correlates of school effectiveness in secondary schools in Nakuru County, Kenya

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.