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

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.