Leadership styles of Head Teachers and teachers' performance in selected secondary schools in Bushenyi District

Abstract

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.