The Impact of Head teachers’ Decision-Making Skills on Academic Achievement in Public Primary Schools: A Case Study of Uriri Sub-County, Migori County, Kenya

Benson Oker Ogweno, John Onyango Yambo & Benard Omenge Nyatuka
Department of Educational Administration Planning and Economics
Kisii University, Kenya
Email: okerbenson@gmail.com

Abstract: The study investigates the impact of headteachers’ decision-making skills on learners’ academic achievement in public primary schools in Uriri Sub-County, Migori County, Kenya. Headteachers play a vital role in determining academic success through their leadership in areas such as resource allocation, curriculum implementation, and staff motivation. This descriptive survey design was employed to systematically examine how these leadership traits influence learners’ performance in the Kenya Certificate of Primary Education (KCPE). Data were collected from headteachers, teachers, and pupils using questionnaires, interviews, and document analysis. The study revealed that schools with strong decision-making practices, particularly in resource allocation and democratic leadership, performed better in KCPE results. The findings suggest that leadership development programs aimed at improving decision-making skills could enhance educational outcomes in rural schools. Recommendations include training for headteachers in decision-making and promoting participatory leadership practices.