Leadership and Performance

CHAPTER ONE (1) adit 1. 1Background of the Study Glob in either in ally, educating a rural atomic number 18a body the most vital go forthline for the development of the society by dint of step to the fore the developing world (Aikaman &038 Unterhalter, 2005). Many studies on human capital development concur that it is the human resources of a nation and not its capital or natural resources that finally determine the cubic yard of its economic and social development. Since instruction is an investment, there is a signifi peckt validating correlation surrounded by education and economic-social productivity.When people atomic number 18 educated, their standards of living atomic number 18 presumable to improve, since they atomic number 18 em origined to price of admission productive ventures, which allow for ultimately lead to an ageion in their livelihoods. The role of education therefore, is not dear to impart knowledge and skills that enable the beneficiaries to function as economies and social qualifying agents in society, but as well as to impart levers, ideas, attitudes and aspirations grievous for natural development.In injure of the government initiatives in alter access, equity and fictional character of education, the collateral sub-sector continues to spunk challenges, accompanimently the low participation rates, low transition rates from direct to subaltern and from secondary to tertiary (particularly to universities), as healthful as charge upual activity and regional disparities. From the explorees that puzzle been conducted on the pay back-to doe with of the government efforts to improve access equity and quality on mathematical operation indicate that most worldly concern rails put on a lot of wastage, actually short(p) military operation in national examinations and poor learner preparation to face the world later discipline.It has perish alarming since the number of secondary cultivate gradua tes from public solar day and boarding shallows exit without entry grade to university is increasing day by day. This has increased crime rate, drug and substance ab role, immorality and cases of HIV and helper on the increase. It is, on this backdrop that the research endeavors to establish reasons why eventide when the Government has make so a great deal(prenominal) to increase access, equity and quality to education still beloved functioning re of imports for a a couple of(prenominal) secondary chools (without the district) and umpteen Kenyan children atomic number 18 still coming out of inculcate with poor grades that sess not help them move to the undermentioned level or get meaningful training. How give the gate the paradox be remedied and which adjustments need to be made. To this end, this proposed research go out analyze the effect of caution or lead ardors of the principal on the instructors and educatees slaying. The theoretical frame dally foll ow for this ponder is derived from the systems theory of organizations, which emerged as part of an intellectual ferment hobby the World War II, although its roots be lots are much older.Its founder, Ludwig von Bertalanffy, was touch on about growing compartmentalization of knowledge and argued that accredited widely distributed ideas could have relevance crosswise handsome spectrum of disciplines that despite obvious differences among the legion(predicate) kinds of organizations, they share very full general characteristics and that is important to discover what they are(Hong et al. , 2004). The systems theory cuts across all the four paradigms of trouble thoughts, for every organization that produces output in a system of some of sort (Katz &038 Kahn, 1966).And an organization, including a inform, moveless of its sizing and purpose, and the anxiety perspective adopted not withstanding, basically concerned with relationships, structures and mutuality rather than jus t constant attributes (Katz &038 Kahn, 1966). This field of consider impart be imitate on the postulates of systems theory beca pulmonary tuberculosis schools, like other organizations, are always in constant exchange with the larger society. Rosemary as cited in BPP (1999) defines perplexity as the art of getting things done through others (p. 6). Fabunmi (2001), however, defines oversight as the coordination of all the resources of an organization through the sue of planning, organizing, directing, and confineling in purchase array to attain organizational objectives (p. 12). Resser (1973), on the other hand asserts that management is the function of physical and human resources through cooperative efforts, which is progress toed by acting the functions of planning, organizing, coordinating, directing and controlling.By management elbow rooms, I refer to, new leading and management approaches in order to enhance efficiency and rough-and-readyness. Improved efficien cy is gived through management reforms raising the learner t for each oneer ratio, increasing instructors time on task, reducing repeating and improving account exponent (Nsubuga, 2003). Leadership at engagement in education institutions thus of necessity to be a fighting(a) service where an individual is not save responsible for the conferences tasks, but also actively seeks the collaboration and commitment of all the group members in achieving group goals in a particular context ( bread, 2002).Leadership in that context pursues effective cognitive operation in schools, because it does not only psychoanalyse tasks to be get hold ofed and who executes them, but also seeks to take on greater financial backing characteristics like recognition, conditions of service and esprit de corps building, coercion and remuneration (Balunywa, 2000). It is this scenario that the police detective needs to establish whether it is practiced in Nyamira due north order and if it is, wha t is its impact on the teacher and educatee procedure This is also expound by Sashkin and Sashkin (2003) as visionary lead.However, according to them, the concept of lead that matters is not universe especial(a) to those at the top of the organization much(prenominal) as the chief administrator officer or principal/head teacher, but depends on certain characteristics of the attracter. It involves much to a greater extent than the leaders someoneality in which leaders is seen as more of mutating followers to achieve goals (Shashkin, 20032). This is offered by jakes Tzu (as reported in Shashkin, 20037) that good lead commits to doing less and being more.However, Cole (2002) defines leaders as inspiring people to perform. Even if an institution has all the financial resources to excel, it may fail dismally if the leading does not prompt others to accomplish their tasks effectively. It is therefore this consideration that has made it necessary to determine the impact of the management or leaders looks on the teacher and learner carrying into action in secondary schools in Nyamira north rule of Nyamira County. . 2STATEMENT OF THE PROBLEM Although it is the Kenyan governments policy to ensure the delivery of quality education in secondary schools in Kenya, performance, particularly in Nyamira North dominion has re master(prenominal)ed poor, despite the contrastive interventions by policy disembowelrs and implementers. Such a concomitant is alarming, bearing in mind that secondary education play a pivotal role in the development of any country.Equally important, are the overarching policies of Kenyas education, which powerfully emphasize the greatness of scholarship education in learning of vision 2030. Scholars, policy makers and school managers have resolved to address the poor academic performance in secondary schools in Nyamira North District by conducting research on its would be antecedents such as a lack of instructional materi als, ensuring quality teachers, admitting good students, remuneration and the motivation of teachers, improving discipline and community participation in schools.Nevertheless, all the above analyse and recommendations implemented there is still poor academic performance in our public secondary schools which makes it necessary to make a charter on the management or leading sorts adopted and the impact of them on teachers and students performance. because this study is intended to investigate the relationship of head teachers leaders or management style and the performance of secondary schools in Nyamira North District.It is deemed that an investigating in this area would shed light on the factors reckoning performance and in particular the effect of leaders /management styles on school performance. 1. 3The purpose of the Study The purpose of this study is to establish to what extent the lead/management styles adopted by principals have influence on the teacher and schools per formance Nyamira North District, use cross sectional raft contrive with the aim of examining how leading styles adopted by school principals influence the schools overall performance in secondary schools in Nyamira North District.Leadership styles provide be characterized by behavioural tendencies, and characteristic manners of a person in a leaders position. An important dimension of leading style is the extent to which the leader is volitioning to delegate responsibility and encourage foreplay from followers. Another basic dimension is the extent to which a leader is task-motivated (concerned with define goals and the means to achieve them) or relationship-motivated (concerned with supporting and encouraging subordinates).A distinction substructure also be drawn amidst the charismatic leader, who relies on his or her private qualities to inspire followers, and the bureaucratic leader, who depends on his or her position in the hierarchy and an established set of rul es and procedures. In particular the study allow determine and describe the make of the various(a) leadership styles (the authoritarian or game-and-mighty leader, representative leader, alterational leader, situational or disaster and laissez-faire leader) adopted by principals on teachers and student performance. 1. 4Specific objectivesThe study result be guided by the quest specific objectives a)To establish the relationship between the demographic characteristics of principals and teachers and school performance. b)To establish whether performance in Nyamira North District secondary schools is subject on the management or leadership styles c)To establish whether performance in secondary schools in Nyamira North District is dependent on the high-and-mighty leadership style, democratic leadership style, transformational leadership style, situational or contingency leadership style of school head teachers. )To elicit the viewpoints of head teachers, teachers and student s on the best-loved leadership styles. e)To make recommendations for the improvement of schools on the keister of an abridgment of leadership styles. 1. 5Research Questions/Hypotheses The guiding questions entrust be 1. What is the relationship between the demographic characteristics of principals and teachers and school performance? 2. What is the relationship between management styles of principals and faculty performance?A case study of secondary schools in Nyamira North District (Nyamira County). 3. Is the performance in secondary schools in Nyamira North District dependent on the autocratic leadership style, democratic leadership style, transformational leadership style, situational or contingency leadership style of school principals? 4. What are the viewpoints of principals, teachers and students on the preferred leadership styles? 5. What recommendations can be made for the improvement of schools on the basis of an analysis of leadership styles?Hypotheses 1. The demograp hic characteristics of principals influence teachers and student academic performance 2. thither is positive relationship between management styles of principals and staff, and student academic performance. 1. 6Significance of the study While some may still ascribe to the old power saw that leaders are born, not made, there remains a societal responsibility to endure school leaders with the skills and practices needed to manoeuver schools in a way that can maximize sustained use for all students.The continued research on behaviors and practices of leaders (Fullan, 1985 Murphy &038 Hallinger, 1992) remains important in the light of the changing role of the principal. The findings from the study would help to augment and enrich theories and principles on school leadership. It would also have a direct impact on the future training of school leaders and teacher leaders. info generated from this study could march as a applicative framework for the Ministry of Education, or other t raining agents and higher institutions, to plan, organize and provide leadership-training program for school leaders and prospective leaders.The study could also be important for school leaders as the findings can help them back out heed of their leadership behavior and become more sensitive to the process and importance of human interaction. The findings from this study may offer more insights and serve as a little friend in academia, encouraging principals to reflect, wear out of their traditional practices, raising consciousness, and questioning deeply entrenched assumptions. Hopefully, all principals would ultimately fulfill their leadership dream, and lead the schools in the direction as Bath (in Fullan, 1997) puts it, you can lead where you volition go. 1. 7Limitations and Delimitations of the Study This study forget be concerned with effects of leadership or management styles on teacher and learners performance. It will be conducted in Nyamira North District (Nyamira Cou nty) between September 2011 and December 2011 using cross sectional adjudicate survey design and a have of 25 secondary schools will be look ated from 43 secondary schools in the district. Data will be calm by the detective using questionnaires, interviews and document analysis proficiencys. The chase are limitations of the proposed study. The study will include public secondary schools in Nyamira North District. at that placefore, the results of this study may not be generalized to private schools. It will not be possible to cover the opinions of parents and other stake holders in this district because tracing them will require considerable time, resources and other logistics though only public secondary schools in Nyamira North District will be include in the study, nevertheless, Nyamira North is typical of many districts with regard to recent emphasis on school reform and school improvement projects.Therefore, the results of this study may apply to other, similar distric t of the county and Kenya at large. 1. 8Theoretical and conceptual frameworks The theoretical framework adopted for this study is derived from the systems theory of organizations developed by Ludwig Von Bertalanffy in the early 1950s. It emerged as part of an intellectual ferment following the World War II, although its roots are much are much older. The systems theory has had a significant effect on management science and understanding organizations.A system is a collection of part unified to accomplish an overall goal. If one part of the system is removed, the nature of the system is changed as well. A system can be looked at as having inputs (e. g. , resources such as raw materials, money, technologies, and people), processes (e. g. , planning, organizing, motivating, and controlling), outputs (products or services) and outcomes (e. g. , enhanced quality of life or productivity for customers/clients, productivity). Systems share feedback among each of these four aspects of the sy stem.The systems theory is an substitute(a) to the pure and neo configurationical organizations theories which the detective felt cannot suffice because of their emphasis on schools as fragmented and closed social units independent of external forces (Baker 1973). The only meaningful way to study an organization (school) is to regard it as a system. Thus schools should be managed more like organizations where educational programmes are innovated and re innovated to realize the importance each part makes to the whole, and the necessity of eliminating the parts that make negative contributions.With the development of the various educational disciplines and departments, considerable overlap is infixed among the different fields. The proliferation of specialization, as in many branches of education, also leads to further overlapping. Because of these interactions, schools are better studied as wholes rather than parts (Baker, 1973). Systems theory postulates that schools are lik e other on systems which of necessity engage in various modes of exchamge with the environment (Katz &038 Kahn, 1966).The theory emphasizes the consideration of the relationships between the school and its environment as well as what goes on within the school (Hall, 1977). The systems theory is basically concerned with the problems of relationships, of structures and of interdependence, rather with the constant attributes of objects (Katz &038 Kahn, 1966). The fundamental concept in the general systems theory is the notion of emergence and interaction. As adapted in this study the systems theory holds that management actions influence the inseparable efficiency of a school.That staffing and control of students admissions coordination of teaching and learning resources, school fees budgeting and leadership styles adopted in school influence the drop outs and repetition rates, and promotion rates and general mood in a school. In the application of the systems theory to this study on the effect of management/ leadership styles on teacher and student performance the variables will be identified as follows 1. Management is the process of shrewd and maintaining an environment in which individuals, working together in groups, efficiently accomplish selected aims (Koontz and Weihrich 1990, p. ). This basic definition means several things. First, as principals, carry out the managerial functions of planning, organizing, staffing, leading, and controlling. Secondly, managing is concerned with productivity this implies effectiveness and efficiency. Effectiveness and efficiency is the world power of the school to victuals or reduce, to as low as possible, the dropout and repetition rates, increase point and promotion rates and to produce high outcomes that is good academic performance and no wastage.It also ensures that students complete an educational rhythm method in the possible minimum time. 2. Thus, management refers to the development of bureaucracy that deri ves its importance from the need for strategical planning, co-ordination, directing and controlling of large and complex decision- qualification process. Essentially, therefore, management entails the acquisition of managerial competence, and effectiveness in the following differentiate areas problem solving, administration, human resource management, and school leadership.First and foremost, management is about solving problems that keep emerging all the time in the course of an organization (school) attempt to achieve its goals and objectives. Problem solving will be accompanied by problem identification, analysis and the implementation of remedies to managerial problems. Second, administration involves following move down procedures (although procedures or rules should not be seen as ends in themselves) for the execution, control, communicating, deputation and crisis management.Third, human resource management should be based on strategic integration of human resource, soun d judgment of workers, and exchange of ideas between stakeholders, teachers and workers. Finally, school leadership should be developed along lines of interpersonal relationship, teamwork, self-motivation to perform, emotional strength and maturity date to handle situations, personal integrity, and general management skills. However, in adopting the systems theory of organizations this study, the researcher is not ignorant of its shortcomings.The interrelationships among parts of a system have to be recognized and understood by all people involved. This theory also requires a shared vision so that all people in the school have an idea of what they are trying to accomplish. It requires a sticking effort from all participants, a task that is not easy to achieve especially where all is involved. Conceptual frame work In the conceptual framework depicted in the figure above the management or leadership style is hypothesized to influence the teachers and student performance.Management or leadership style is defined as having managerial competence and effectiveness in the following key areas problem solving, administration, human resource management, and school leadership that is being able to carry out the managerial functions of planning, organizing, staffing, leading, and controlling and teacher and student performance as early syllabus coverage motivated staff reporting to work early and leaving work place late, no school drop outs, no repletion cases, there is increased completion rates and good academic results in national examinations.The frame work postulates that managerial competence and effectiveness in leadership will affect the rate of drop outs, repetition, completion rates and academic performance of students in a school. However, this relationship may be change by age, trust of the staff, background as well as families from which the staff comes from. Chapter Two (2) books review 2. 0Introduction This chapter discusses the literature related to the effect of management/leadership style on teachers and student performance.It particularly focuses on the relationship between the demographic characteristics of principals and teachers and school performance, establish whether performance in Nyamira North District secondary schools is dependent on the management or leadership styles, establish whether performance in secondary schools in Nyamira North District is dependent on the autocratic leadership style, democratic leadership style, transformational leadership style and situational or contingency leadership style, elicit the viewpoints of head teachers, teachers and students on the preferred leadership styles and make recommendations for the improvement of schools on the basis of an analysis of leadership styles. These are considered the pillars of the study. In this chapter, the researcher reviews literature related to management/leadership styles and its effects on school performance. The review is conceptualized under the objectives and focuses mainly on autocratic leadership style, democratic leadership style and situational or contingency leadership style and their relationship with teachers and students performance. 2. 0 Transformational leadership Bush (2003) links terce leadership models to his collegial management model. The first of these is transformational leadership.This form of leadership assumes that the central focus of leadership ought to be the commitments and capacities of organizational members. Higher levels of personal commitment to organizational goals and greater capacities for accomplishing those goals are assumed to result in extra effort and greater productivity. (Leithwood et al. 1999 9). Leithwood (1994) conceptualizes transformational leadership along eight dimensions make school vision Establishing school goals providing intellectual stimulation Offering individualise support Modeling best practices and important organizational values Demonstrating high performanc e expectations Creating a productive school culture Developing structures to nourish participation in school decisions.Caldwell and Spinks (1992 4950) argue that transformational leadership is essential for autonomous schools Transformational leaders succeed in gaining the commitment of followers to such a degree that higher levels of accomplishment become virtually a moral imperative. In our view a powerful capacity for transformational leadership is required for the successful transition to a system of self-managing schools. Leithwoods (1994) research suggests that there is some empirical support for the essentially prescriptive transformational leadership model. He reports on seven quantitative studies and concludes that transformational leadership practices, considered as a composite construct, had significant direct and indirect effects on progress with school-restructuring initiatives and teacher- perceived student outcomes (p. 506).The transformational model is comprehens ive in that it provides a normative approach to school leadership, which focuses primarily on the process by which leaders seek to influence school outcomes rather than on the nature or direction of those outcomes. However, it may also be criticised as being a vehicle for control over teachers and more likely to be certain by the leader than the led (Chirichello 1999). Allix (2000) goes further and alleges that transformational leadership has the potential to become despotic because of its strong, heroic and charismatic features. He believes that the leaders power ought to raise moral qualms and serious doubts about its appropriateness for democratic organisations. Transformational leadership is lie inent with the collegial model in that it assumes that leaders and staff have shared values and common interests.When it works well, it has the potential to engage all stakeholders in the achievement of educational objectives. The aims of leaders and followers coalesce to such an extent that it may be realistic to assume a symmetrical relationship and a genuine convergence leading to agreed decisions. When transformation is a cloak for imposing leaders or governments values, then the process is political rather than collegial. 2. 2 The situational or contingency leadership style The situational theory stipulates that leaders are the product of given situations. Thus, leadership is strongly affected by the situation from which the leader emerges and in which he operates. The contingency theory is a combination of the Trait Theory and Situational Theory.The theory implies that leadership is a process in which the ability of a leader to exercise influence depends upon the group task situation and the degree to which the leaders personality fit the group (Sybil, 2000). 2. 3Autocratic leadership style The autocratic leadership style is also known as the authoritarian style of leadership. mightiness and decision-making reside in the autocratic leader. The autocratic le ader directs group members on the way things should be done. The leader does not maintain clear track of communication between him/her and the subordinates. He or she does not delegate endorsement nor permit subordinates to participate in policy-making (Smylie and Jack, 1990 Hoy and Miskel, 1992 Olaniyan, 1997). 2. 4Democratic style of leadershipThe democratic style of leadership emphasizes group and leader participation in the making of policies. Decisions about organizational matters are arrived at after consultation and communication with various people in the organization. The leader attempts as much as possible to make each individual feel that he is an important member of the organization. Communication is multidirectional while ideas are exchanged between employees and the leader (Heenan and Bennis, 1999). In this style of leadership, a high degree of staff morale is always enhanced (Mba, 2004). Performance Performance is described in various ways. It is an act of accomplis hing or executing a given task (Okunola, 1990).It can also be described as the ability to combine skillfully the right behaviour towards the achievement of organizational goals and objectives (Olaniyan, 1999). Teachers military control performance is described as the duties performed by a teacher at a particular period in the school system in achieving organizational goals (Obilade, 1999). It can also be described as the ability of teachers to combine germane(predicate) inputs for the enhancement of teaching and learning processes (Akinyemi, 1993 Okeniyi, 1995). However, Peretemode (1996) argued that job performance is determined by the workers level of participation in the day to day running of the organization. It is noted that employees behave differently under different situations. 2. outline It is underpinned by the view that leaders should have an entitlement to appropriate preparation and support for their important and onerous role in leading educational change. To disco ver school principals without specific preparation is a gamble, and we should not gamble with childrens education. The literature review tends to give reasons for the enhanced global interest in the role of school leaders. It assesses the differences among the various leadership/management styles, and argues that all are essential if schools and colleges are to thrive. It also emphasizes the evidence that effective leadership is critical to school improvement.While the importance of leadership/management style is increasingly recognized, much less is known about which leadership behaviours are most likely to promote successful schooling. The study will examine the various models of leadership and assess the evidence of their effectiveness. There is great interest in instructional leadership because of the widespread view that the main function of schools is to promote student learning. Transformational leadership is widely advocated because of its potential to harness stakeholder su pport for the schools (or leaders) vision but there is some concern that this may be a vehicle for imposing leaders, or governments, priorities on teachers, pupils and communities. These and other models that have been highlighted above are subject to scrutiny in this study. 2. 6 ConclusionsPrincipals can therefore encourage effective performance of their teachers by identifying their needs and trying to satisfying or meeting them. Supporting this argument, Owoeye (1999) insist that variables of job performance such as effective teaching, lesson note preparation, effective use of scheme of work, effective supervision, monitoring of students work and disciplinary ability are virtues which teachers should uphold effectively in the school system. In this regard, the teachers performance can be measured through annual report of his/her activities in terms of performance in teaching, lesson preparation, lesson presentation, mastery of subject matter, competence, teachers commitment to j ob and extra-curricula activities.Other areas of assessment include effective leadership, effective supervision, effective monitoring of students work, motivation, class control and disciplinary ability of the teachers. From the above researches done the effect of the leadership or management style adopted by principals in secondary schools has not been well researched on and as such not much is known whether it is the style the principals adopt that affects the performance standards or whether there are other issues in management in the secondary schools of Nyamira North District. There is a widespread belief that raising standards of leadership and management is the key to improving schools. Increasingly, this is linked to the need to prepare and develop leaders for their demanding roles.While this is the main focus of this study, a prior question is the nature of leadership/ management in schools. Which leadership behaviours are most likely to produce roaring school and learner outcomes? The study intends to examine the main models of school leadership and from the research consider the evidences on their relative effectiveness in promoting school improvement. 3. 0 methodological analysis This chapter presents a detailed description of the research methodology. Methodology refers to the detailed procedure to be followed to realize the research objectives. Methodology include a description of the research design, sampling proficiencys, instructions as well as selective information techniques.It describes in details what will be done and how it will be done. it comprises several sub-sections which are usually presented in the order given below. 3. 1 Research design This study will be conducted through correction research design. Correlation is a research design where the researcher determines whether or not and not to what extent an association exists between two or more paired and qualified variables. In this study the researcher will use semi structured in terview method that places open ended question constituting of various management and leadership styles assessment and the effect /impact it has on teacher and student performance.The survey will be done in terms of their leadership and management styles that they use in school and the effect it has on teacher and student performance by means of percentile ratio of every management and leadership style and rank those from highest to lowest from within survey questionnaire. Correlation will enable the researchers to provide vigorous and replicable procedure for understanding relationship and purpose whether and to what degree a relationship exists between quantifiable variables. The locale of the study will be Nyamira North District in Nyamira County 3. 2 universe and Sampling 3. 2. 1 Target /Accessible PopulationThe target cosmos will consist of all 38 principals 360 teachers and 9000 student in Nyamira North District in Nyamira County has 38 secondary schools and they have const antly performed dismally in the national examination for the last 20 years. It is therefore considered appropriate for providing a focal point for the study of effect of leadership and management styles on the teacher and student performance. 3. 2. 2 Sample The sample will consist of heterogeneous respondents selected from the target race. 25 schools will be selected and from each selected school three categories of the target group will be targeted. These categories will be selected as one principal, 4 teachers and 12 students.The size of the sample will be 425 respondents distributed as 25 principals, 100 teachers, and 300 students. This number 425 has been elect using non-mathematical or convenience method determined at the slightness of the researcher, due to pressure of time that cannot allow for all the target state to be surveyed. 3. 2. 3 Sampling techniques This study will employ tell sampling, random sampling, purposive sampling, and convenience sampling techniques. St ratified sampling technique will be apply to select schools and the category of respondents to be included in the sample. Stratified sampling technique is a technique that identifies subgroups in the population and their proportions and select from each subgroup to form the sample.It groups a population into specialize homogenous subsets that share similar characteristics so as to ensure frank representation of the population in the sample the sample. It aims at proportionate representation with a view of accounting for the difference in subgroup characteristics. The researcher is convince that the target population is not uniform since mixed and single sex school and day and boarding schools do not necessary have similar characteristics, since even personnel in different departments within the akin school environment may not always think similarly. As such the target accessible populations cannot be regarded as homogenous.Stratified sampling technique will therefore be util ise to ensure that the target population is divide into different homogenous strata and that each strata is represented in the sample in a proportion equivalent to this size in the accessible population. Simple random sampling will be utilise to select a representative sample without bias from the target population this will ensure that each school and its population has equal and independent portion of being included in the sample. Purposive sampling will be used by the researcher consciously to decide who to include in the sample in terms of getting focused information. This will also help to save time and money in cases where the target population may be widely spread. 3. 3 Data Collection 3. 3. 1 InstructionsThe study will use questionnaires, interviews, and document analysis as the main tools for collecting entropy. The selection of these tools have been guided by the nature of data to be collect, the time available as well as by the objectives of the study. The overall aim of this study is to establish the relationship between leadership and management styles on the teacher and student performance. The researcher is mainly concerned with views, opinions, perceptions, feelings and attitudes. Such information can best collected through the use of questionnaire and interview techniques (Bell, 1993 Touliatos &038Compton, 1988) The researcher intends to use semi-structured creature.This will enable the researcher to equipoise between the quality and quantity of data collection and provide more information. This delicate balance between the quality and quantity of information is usable for a fuller explanation of the phenomena under investigation. Questionnaire will be used since the study is concerned with variables that cannot be directly observed such as views, opinions perceptions and feelings of the respondents. Such information are best collected through questionnaire (Touliatos &038Compton 1988) the sample size is also quite large (510) and given the time constraints, questionnaire is the prototype tool for collecting data.The target population is also largely literate person and is unlikely to have difficulties responding to questionnaire items. 3. 3. 2 Research procedure Qualitative data will be collected from 425, respondents/interviewees/observant, from 9398 target population during the month of October 2011 using questionnaires, interviews, and document analysis. The data will be collected by the researcher himself because this will save time and lower the cost of collecting data. 3. 4 Quality Control The instrument will be piloted in the schools that will not be included in the study sample and modified to improve their validity and reliability coefficients to at least 0. 70. Items validity and reliability coefficients of at least 0. 0 are accepted as valid and reliable in research (Kathuri &038Pals, 1993) Validity is the extent to which research results can be accurately interpreted and generalized to other popula tions. It is the extent to which research instruments measure what they are intended to measure (Oso &038Onen, 2005). To establish validity the instrument will be given to two experts to evaluate the relevance of each item in the instruments objectives. The experts will rate each item on the Likert scale very applicable (4) quite relevant (3) somewhat relevant (2) and not relevant (1). Validity will be determined using content validity index (C. V. I). C. V. I items rated 3or4 by both judge divided by the total number of items in the questionnaire. 3. 5 Data Analysis Chi-square (?? test of goodness of fit will be used to analyze the data. Chi square test is a statistical technique used to compare the different between flavourless frequencies drawn from population with a uniform distribution which all alternative responses are equally likely chi-square(?? ) test of goodness of fit will be used because the data that the researcher intends to collect is of the type one-variable -many levels and are basically categorical frequencies of the description of views, opinions ,perceptions, feelings and attitudes of the respondents on the effects of management and leadership styles of principals on teacher and student performance.Chi-square is the most sustainable here since it will enable the researcher to identify whether there is any significant difference in the frequencies of the alternative responses. Data from open-added questionnaire items, interviews and group discussions will be grouped under broad themes and converted into frequency counts. All data will be study at a level of significance of 95% or ? = 0. 05) the degrees of immunity depending on the particular case as will be determined. This value (? = 0. 05) has been chosen because the sample size has been adopted from figures calculated on the basis of 0. 95 level of confidence. 3. 6 Assumption and Limitations The following factors leaner characteristics, and teacher qualifications are expected to influence the DV.The extraneous variable however many not be adequately controlled because the respondents are found in different institutions that are out of control of the researcher. But they will not have a significance effects on the results because the respondents opinions, views perceptions, feelings attitudes will not be influenced by EV. It is therefore assured that they influence will remain very insignificance. The major limitations of this study are the reliability and validity of the data collected due to the various views, opinions, feelings and attitudes that can emotionally be influenced. If all factors were unplowed constant, the researcher should adequately explain to the respondents to be very objective in answering.But this was the most suitable technique in the circumstances the data to be collected involves what can not easily be measured. 3. 7 good Considerations. The major ethical problem in this study is the privacy and confidentiality of the respondents. Obtaining lists and files and respondents cock-a-hoop their opinion, feeling and attitudes in writing the questionnaire which itself is an infringement. However the respondents will have the liberty to ignore items that they do not wish to respondent to. Reference and narrative 1. Bell, J (1993) how to complete your research project successfully New Delhi UBSPD. 2. Creswell, J. W (1994) Research Design Qualitative and Quantitative approaches . California SAGE Publications, Inc. 3. Kathuri, N. J &038 Pals A.D (1993) introduction to educational research Egerton Egerton university education Burk services. 4. Onen, D (2007). The management and the internal efficiency of private secondary school in Uganda. 5. Touliatos, J. S &038Compton, N. H (1988). Research methods in human ecology /home economics. Iowa State University hug/AMES. 6. Willis Yuko Oso and David Onen a General Guide to Writing Research Proposal and tale (2nd edition 2008) Makerere University Printery 7. sewer Aluko O rodho,Phd. Elements of Education and Social Science Research methods. Kanejza Publishers, Maseno Kenya. 8. John Aluko Orodho,Phd. Techniques of Writing Research Proposal and Reports in Education and Social Sciences. Kanejza Publishers, Maseno Kenya