Date of Graduation

Spring 5-16-2025

Document Type

Thesis

Degree Name

Master of Arts in Catholic Educational Leadership

College/School

School of Education

Department/Program

Educational Leadership

First Advisor

Dr. Seenae Chong

Abstract

This study investigates the role of leadership in influencing student performance and retention at Loreto Convent Girls’ Secondary School, Matunda, Kenya. Prompted by a noticeable decline in academic achievement, student enrolment, and staff morale, the research explores how leadership practices, governance structures, and the adequacy of leadership preparation have contributed to the institution’s challenges. Framed by Authentic Leadership Theory, the study employs a qualitative case study methodology, drawing on semi-structured interviews with stakeholders, including students, alumni, teachers, parents, and members of the Board of Management.

The findings reveal three interrelated leadership shortcomings: inadequate leadership development, frequent leadership changes, and governance failures. These deficiencies undermined discipline, fractured stakeholder trust, and destabilised staffing structures. A comparison of leadership styles further reveals that authoritarian leadership alienated staff and eroded morale, whereas inclusive, emotionally intelligent leadership was associated with stronger community engagement and a more stable school culture.

The study concludes that the decline at Loreto Matunda is not merely a product of external challenges but reflects internal leadership deficits. Addressing these requires systematic preparation of school leaders, consistent support structures, and fidelity to the Catholic educational charism. Practical implications include the need for leadership development programmes tailored to faith-based schools and strategic policy reforms to strengthen governance and accountability in Catholic institutions.

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