Perception of District Quality Assurance and Standards Officers on Leadership Styles of District Education Officers in Kenya

Abstract

Leadership in the public sector is a key variable that is expected to propel the achievement of Vision 2030. This is indeed crucial in the Education Sector which forms the basis of the social pillar of Vision 2030. The DEO and the DQASO are line managers with a primary role in policy implementation in the Ministry of Education. The purpose of the study was to investigate the perception of District Quality Assurance and Standards Officers towards the leadership styles of District Education Officers. The study established the characteristics of DQASOs, the leadership styles of the DEOs and identified the perceived challenges of DQASOs in Kenya. The study was guided by the Learning Organization theory of Peter Senge 1990 which emphasizes the need for involvement in decision making of those who carry out decisions for greater understanding and commitment. Descriptive survey design was used and the study sample included a total of 29(10%) District Quality Assurance and Standards Officers (DQASOs) drawn from a population of 287 DQASOs from the 287 Districts in Kenya. The researchers made use of DQASOs who were attending the tenth 2011 Senior Management Course drawn from across Kenya as respondents. A questionnaire for DQASOs was designed to facilitate data collection. The study established that autocratic leadership style was dominant in most District Education offices with little consultation, teamwork and communication since the DEOs unilaterally made decisions and rarely accepted advice and criticism from members of staff. The DEOs’ personal traits greatly influenced their leadership styles. The DEOs were perceived to be unsupportive and rarely provided a conducive environment that motivated the staff. Most DEOs were not committed to supporting quality assurance and standards programmes in most Districts. The study recommended that the DEOs should integrate and employ varied leadership styles in management of education and delink their personal traits from office management. Clear communication channels between DEOs and staff should be established involve senior staff members in decision making. The DEOs should support Quality Assurance and Standards Programs in the Districts and provide a conducive environment for staff motivation.