Headteachers’ management style and its influence on their competence in resource management in secondary schools in Central Region of Uganda.
Chandy, Mattattical Ninan
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This study investigated the relationship between headteachers’ Management styles and their Competence in the resource management in the secondary schools in the Central region (in and around Kampala) . It particularly sought to determine the effect of Headteachers’ Management styles in the areas of Finance, Board of Governors, leadership, interpersonal relationship and curriculum management on their Competence as was conceived in their mission and vision, their proactive orientation and conflict resolution, decisiveness and decision making, general management in planning, organizing and control, raising work standards and district image This study was based on the System Theory of Management which embraces various theories of motivation, communication and leadership styles. Schools like any other organizations are formed of several units that work in unison to produce qualitative and ‘holistic’ citizens as their end products in the Education ‘industry’. Therefore, the Headteachers’ Management styles, well exercised, in the areas of Finance, Stakeholders, Leadership, Interpersonal relationship and Curriculum management should positively contribute to impact their Competencies in their general school resource management. The study was conducted through a cross sectional sample survey, using questionnaires, interviews, documentary surveys and focus/nominal discussion forums. Data was collected between October and December of 2006 from the selected respondents including stakeholder, board of governors, headteachers, parents, prefects and other students in the four districts of Central Region (Kampala, Mpigi, Mukono and Wakiso). The data was analyzed using means, standard deviations, percentages, and correlation and regression techniques. The study established that the head teachers’ finance management styles have a tremendous positive impact on their competence as was proved by Pearson-Product moderated by Spearman’s coefficient of Correlation (0.435 and 0.415). The study also showed that the way the head teachers managed their stakeholders also positively influenced their competence as shown by really high correlations (0.564 and 0.581). This study further established a positive relationship between the head teachers’ leadership styles and their competence. The study thus proved that a transactional and democratic leadership made the head teachers more competent than the bureaucratic traditional type of leadership as indicated by high correlations by both techniques (0.757 and 0.747). Another important factor was the head teachers’ interpersonal relationship within the school which also had a significant and positive impact on their competence in managing their school resources. This was verified by positive correlations ranging from 0.742 to 0.729. Last, but not least the study threw much light on their curriculum management style which definitely impacted their competence with highest correlations (0.814 and 0.797). The study therefore concludes that if the head teachers can ameliorate their Styles of managing the areas of Finance, their stakeholders and the Board of governors, their Interpersonal and Leadership styles, not withstanding their Curriculum management, they can be the most Competent school managers in our school system not only in the Central region but also in the entire national as well as in the global education system. From the above findings, the researcher recommends the Ministry of Education and sports and its subsidiary organs like the Education Service Agency as well as National Curriculum Development Centre should design more appropriate methods of selecting, recruiting, training and appointing head teachers in our secondary schools. The head teachers’ Training Programme or Curriculum should therefore focus on the right management styles to enhance their competence especially at such a time of privatization, globalization and democratization through Universal Post Primary Education which has just started in Uganda. This can also be done by enhancing and increasing the Guidance and Counseling as well as the regular Inspection of head teachers before they are confirmed in their teaching service.