Leadership styles of head teachers and teachers’ performance in selected secondary schools in Bushenyi District
Bwiruka, Jane Frida
MetadataShow full item record
This study investigated the effectiveness of Head teachers’ leadership style on teachers’ performance in Bushenyi District. The study particularly sought to establish how head teachers’ leadership styles used in schools and how they impact on teachers’ accomplishment of their tasks plus the conduct of co-curricular activity in school and their professional conduct. The study was conducted by cross sectional survey design, data being collected during the month of July 2007 using questionnaire and interview responses from 18 administrative staff and 280 teaching staff. The sample was randomly and purposively selected from the accessible population. Data was analyzed using percentages, which were calculated from the frequencies of the data in the tables. The study revealed that pseudo democratic and autocratic leadership styles existed in Bushenyi schools and was affecting service delivery. It was also found out that a transactional, democratic and middle of the road leadership style positively influenced teachers’ observance of their professional code of conduct and was also considered to be the best in promoting teachers’ performance in regards to completion of their respective academic tasks. In cases where it was applied it had led to good results, due to its being good for building morale, team spirit, creating of confidence plus setting of goals. It was therefore concluded that The existence of a pseudo democratic and autocratic leadership style led to low service delivery in schools. When a democratic and all inclusive leadership style is practiced in schools it improves teachers’ professional conduct due to its ability to create a self motivation concept among staff. A democratic style was preferred by teachers and when applied in schools it led to positive academic performance. Consequently the following recommendations were made. 1. The Ministry of Education should organize workshops in secondary schools aimed at improving secondary school leadership. 2. Head teachers should provide opportunities for increased teacher autonomy at work through delegation and increased responsibility through promotion. 3. The Ministry of Education should develop a new outlook on secondary school policy making which mainly emphasizes a participatory arrangement.
Showing items related by title, author, creator and subject.
Professionalism in Mathematics teacher education and its influence on teacher practice in Liberaia: a case study of two rural Teacher Training Institutions. Gallah, George Patrick (Makerere University, 2013-11)The aim of this study was to establish the relationship between mathematics teacher professionalism and mathematics teacher practices in Liberia, using the Kakata Rural Teacher Training Institution (KRTTI) and the Zorzor ...
Human Resource practices, teacher engagement, teacher intention to stay among secondary school teachers. Onyango, Otieno Job (2012)Nearly 100,000 teachers leave the teaching profession every school day as another hundred thousand change schools, many in pursuit of better working conditions and more fulfilling careers. The number of teachers intending ...
Relationship between Head-teacher – teacher relations and teacher effectiveness in secondary schools in Soroti District Ocen, Joseph Simon (Makerere University, 2014-11)This study sets out to broadly investigate the relationship between head teacher-teacher relations and teacher effectiveness. In particular, the study seeks to establish whether improved head teacher-teacher relations ...