| dc.description.abstract | Effective leadership in a school has been widely noted as a factor that makes a difference
between achievers and non-achievers. Majority (50,183 out of 55,272) of the students who sat
for (KCSE) between (2011-2015) in Migori County had average marks (B- and below) which
did not guarantee them direct University entry in Kenya. This means that only 5,089 made it
to the university between (2011-2015), even though the schools had qualified teachers,
adequate resources and facilities. This had caused concern among educational stakeholders
who questioned why performance had persistently been low and outcomes unsatisfactory in
Migori County. What was not known was the Principals’ idiographic leadership styles and its
influence on the learning motivation and students’ academic performance. Motivation by the
principal for both teachers and students was perceived as imperative in achieving this.
McGregor’s Theory X and Theory Y guided the study. The study adopted descriptive survey
and correlation research designs. The target population was 189 Principals, 3,780 teachers’ and
32,710 students in all the secondary schools in Migori County. Stratified random sampling was
used to select 127 Principals, 350 teachers and 400 students for the study. The results show that
idiographic leadership style, and learning motivation and students’ academic performance have
a low but positive significant correlation (r=.153, p<.05), meaning that the relationship between
idiographic styles and learning motivation and academic performance is very low. This finding
implies that perceived idiographic leadership style accounted for about 2.3 percent of the
variance in respondents’ score on the learning motivation and students’ academic performance
in KCSE exams. This could further imply that the adoption of idiographic leadership style
influences learning motivation and academic performance to a very small extent. | en_US |
