INFLUENCE OF PRINCIPALS’ SCHOOL MANAGEMENT STYLE ON STUDENTS’ LEVEL OF SELF-ESTEEM: CASE OF PUBLIC SECONDARY SCHOOLS IN NYANDARUA WEST SUB-COUNTY, KENYA

Abstract

The school environment plays an important role on development of a positive attitude towards self. Coopersmith’s self-esteem theory observes that young people develop higher self-esteem when provided with a foundation of trust, unconditional love and security, as they progress in life with positive evaluations. School management style adopted by a principal is therefore a significant factor for learner’s self-esteem development. The major purpose of this study was therefore to investigate whether students’ level of self-esteem can be influenced by the selected school factor. The research was conducted using ex post facto research design. Principal School Management Style was seen as a naturally occurring independent variable, which could have an effect on students’ level of self-esteem. The population of the study comprised of students in public secondary schools in Nyandarua West Sub County. The Sub County has eight public secondary schools; with a student population of 3067. Data relevant to the study was collected using questionnaires which included a self-esteem test. The correlation coefficient for the self-esteem test was 0.83, while the correlation coefficient for the test that measured the independent variable was 0.89. Questionnaires were administered to a sample of 240 students selected using simple random sampling from the 1320 form two students in the Sub County. Data was analysed using mean calculations, percentages and one-way ANOVA tests. It was found out that a Principal’s School Management style has a significant influence on students’ self-esteem, either raising or lowering it. In schools where the principal was rated as more democratic for example boarding schools the students had a higher level of self-esteem as compared to their counterparts in both day-boarding and day schools who rated their principals as less democratic. It is therefore recommended that secondary school principals through workshops should be sensitized on the need to be democratic in managing students’ affairs, hence allow a more participatory environment in school where students express their views and grievances. The school administration can also get an opportunity to expound on school policies in such forums in a participatory model where students and teachers are involved.