Abstract:
In Kenya, the challenge of school management effectiveness has been reported in many public primary
schools, despite huge investment in the education sector. The aim of the study was an investigation of
the influence of head teachers’ leadership competencies on school management effectiveness in public
primary schools in Narok County, Kenya. The study employed the convergent mixed method research
design. Data collection was done by using questionnaires, interviews, and checklists for findings. 665
headteachers, 25 Curriculum Support Officers and County Auditor formed the target population. Using
purposeful sampling technique, headteachers and Curriculum support officers were selected. SPSS
aided in calculating descriptive statistics and inferential statistics. The findings of the study indicate that
competencies of head teachers affect the discipline of staff and pupils in most public primary schools in
the county. The study found that in many schools the headteachers had registered infectiveness in
encouraging strict adherence to the school administrative structure; ensuring that the learning
environment is child friendly, safe and conducive; in organizing and updating records of learner
discipline cases, challenging behavior and interventions; and in displaying of school rules. The study
recommended that the Ministry of Education should consider strengthening the monitoring and
evaluation for headteachers’ roles; and organizing update trainings for headteachers to enhance their
leadership competencies.
