Leadership styles and quality of education in private universities in Western Uganda

Abstract

This research explored the relationship between leadership styles and the educational quality in private universities in Western Uganda, prompted by concerns about declining educational standards in the region's higher education institutions. Employing a correlational cross-sectional survey design, data was gathered from 98 respondents, including department heads, faculty deans, senior lecturers, teaching assistants, university administrators, and Registrar's office staff. The collected quantitative data underwent rigorous cleaning, coding, and validation processes before being subjected to thorough descriptive and inferential statistical analyses. The study uncovered noteworthy findings, indicating a positive correlation between the democratic Leadership styles and educational quality in private universities. Similarly, the transformational Leadership styles exhibited a positive correlation with education quality. In contrast, the autocratic Leadership styles displayed a negative correlation. The conclusion was that Leadership styles emphasizing a pro-people approach demonstrated a more favorable correlation with educational quality. The recommendations stemming from the study advised university administrators to minimize the use of autocratic leadership styles, advocating for less directive and commanding language to foster staff respect, obedience, and compliance. The study also urged a reconsideration of democratic leadership styles, encouraging administrators to involve employees in decision-making processes and improve communication through delegation, joint decision-making, and regular interactions. These practices were posited to enhance communication and motivate staff, fostering satisfaction and a sense of involvement, ultimately contributing to the delivery of high-quality education.