| dc.description.abstract | The study aimed at establishing the effect of teachers’ management styles on student academic performance in literature at the Uganda Advanced Level in the selected schools in Wakiso district. The research was guided by three research objectives namely; to find out the effect of the teachers’ team work, to establish the contributions of teachers autocratic management and to identify the effect of laissez-faire style of management on students’ performance in literature at A’ level. Cross sectional survey was used in the study. A total of 150 respondents who included 6 head teachers, 12 teachers of literature, 6 Heads of literature Department, 6 Directors of studies and 120 students participated in this study. Data was collected using questionnaires, interviews and documentary review. The collected data was then compiled, sorted, and organized in frequencies and percentages before making interpretations, analyses, conclusions and recommendations. The findings revealed that teachers use different management styles; laissez, participatory and autocratic management style in teaching in teaching Literature in English. It was then concluded that participatory, autocratic and laissez-faire management styles have a lot of effect on students’ academic performance because they determine the direction of teaching-learning processes. Therefore students’ academic grades are a reflection of the teachers’ management style(s) used. It was then recommended that teachers should employ management styles that enhance students’ learning for better academic grades. It was also concluded that teachers should work as a team so as to generate a variety of ideas, skills and abilities good enough to facilitate students learning for better grades in the subject. Autocratic management and laissez faire management style should be discouraged because they generate environments that might not enable most students learn and produce better academic grades in Literature in English. | en_US |
