Week 8

Studies have demonstrated that student achievement is significantly dependent on effective leadership practices (Tedla & Kilango, 2022). Creation of a conducive school environment is one of the key expectations of school leadership. Studies done on effective leadership practices in secondary schools have revealed the key roles played by principals in these institutions (Levin, 2021). The significant roles performed by the principals’ position them to ensure schools have an optimum environment that enables teaching and learning. School leadership is composed of teachers and other administrative officials who assist the principals in maintaining an environment that fosters improvement in student outcomes and achievements (Jarl et al., 2021). Several studies have noted the indirect role played by effective leadership in initiating and enabling student achievement through provision of a positive school climate (Zahed-Babelan et al., 2019). In addition, leaders in schools enhance achievement among students by effective communication mechanisms with students and parents, creation of an organized environment for learning, development of school vision, goals and objectives, and efficient allocation of resources.

Different leadership methods have been studied to determine their effectiveness in improving student outcomes and achievements. Some leadership methods such as instructional leadership, define effective leadership as those leaders who focus their management style on student learning and teacher instruction (Liu et al., 2020). Some studies have emphasized the importance of instructional leadership in student achievement, with a number of researchers describing the leadership style as indispensable (Bwoi, 2019). The roles of school leaders are varied and dependent on the various institutional environments. They are required to incorporate all stakeholders such as parents, community members, teachers and students in the decision making process in their institutions. Such participatory approaches encourage the feeling of ownership among stakeholders that translates into motivation and commitment to ensure that students achieve their goals and objectives (Morris et al., 2019).

Among the qualities that effective leaders have, is their keen attention to indicators that measure the achievement of students such as the test results of students (Yada & Savolainen, 2023). The behaviors that leaders portray in institutions has a strong influence on the character of teachers such as their professional commitment, norms and values. Through good leadership, teachers in institutions can be motivated, empowered and inspired to provide more support to students to enhance their achievement. School leaders are primarily responsible for translating policies into practice. The increasing awareness of their influence in the school environment has contributed to the increased momentum on research on leadership and management in schools.

Traditional concepts of leadership proposed effective school leaders as persons who primarily focused on administration, provided direction, made strategic decisions and motivated their subordinates (Knapp, 2020). Such concepts of leadership measured effective leadership using short-term indicators instead of long-term benefits. Leaders were viewed as heroes who single handedly brought about positive change instead of focusing on collective progress and outcomes. However the modern concept of leadership views school leaders as persons who should have vision and passion for improving the educational outcomes of students. In addition, they should inspire and motivate staff and students towards realizing their full potential. Effective leadership has long been acknowledged as being critical in the implementation of policies and strategies in school environments that enhance student achievements. Effective leadership is participatory and inclusive. Studies have revealed that leadership that is mediated can positively influence student performance as a result of the enhanced participation of both staff and students. The advantage of this approach is that it increases a sense of ownership among students and staff. It therefore becomes self-motivating, and self-sustaining. There is a need for minimal supervision and disciplinary actions. Creation of avenues or opportunities for professional networking and discussion enables staff to share their views and propose strategies to improve performance.

Student achievement is influenced by a number of internal and external factors (Tokan et. al., 2019). Key among them is organizational factors that are linked to leadership. It is widely accepted that the performance of teachers or tutors directly influences the academic performance of teachers. However the performance of teachers is a direct consequence of the type of leadership employed by school leaders. Various styles of leadership such as transformational leadership attempts to impact the motivation and drive among teaching staff through inculcating or indoctrinating concepts such as shared vision and goals (Wang, 2023). Distribution of various leadership positions among staff is also a leadership style that has been observed to improve student outcomes. It assists the institution to better handle shock exits by the institution leadership and ensures that there is no vacuum to leadership. In addition it promotes delegation of duties and therefore enhances effectiveness and efficiency of service delivery to students and fellow staff

The components of student achievement vary widely across different school environments. Students in different levels of education have varying goals. The goals that they have determine their interpretation of student achievement. Students in lower levels of education such as in secondary or primary levels are more concerned with academic achievement. However students in higher levels of education such as colleges are more concerned with skill development that will enhance their capacity for employment, creation of business initiatives or promotions in their current employment. Therefore school leaders must be cognisant of these varying need among students in order to employ the right leadership style that will enhance student achievement by enabling them to achieve their goals.

Similarly the varying demographics among students of different education levels demand an adaptive leadership style. While age differences clearly exist among the different education levels, demographic differences within colleges are particularly significant. Colleges are no longer dominated by the traditional college student who was a high school graduate. There are many students in colleges who are employed and have returned to college to seek higher qualifications to enhance advancement in their careers. Colleges therefore offer programs that have varying competencies such as degree, masters and post-graduate programs. Students involved in the various programs have different expectations and outcomes for student achievement. Leadership in colleges should therefore be unique, participatory, adaptive and facilitative. The study therefore seeks to determine the impact of educational leadership on student achievement in colleges.

Most of the studies have focused on the impact of educational leadership among secondary students. There is limited information on how educational leadership affects student achievement among students in colleges. The school environment in secondary institutions and college institutions are markedly different. The demographics of students in these institutions are also different. Students in colleges are much older and are mostly adults who are above 18 years of age. They have competing priorities. Education is not their own goal in life. Some of them are employed, have their own businesses or are pursuing programs that they believe will allow them to gain employment. They also differ on the basis of their marital status, number of children, religion, and income levels. Within the college environment, programs or courses are offered on different hierarchical levels. High school graduates pursue degree or bachelor programs. On the other hand, students who already have degrees can pursue masters programs. Masters students either pursue other master level programs or begin their pursuit of post-graduate programs. Students in colleges therefore have different goals in terms of their achievement. It is therefore critical to understand effective leadership styles that can provide positive impact in such a challenging environment. Different leadership styles present with various approaches and with varying requirements in terms of participation of staff and students in decision-making and implementation of policies.