Head teacher Leadership Styles and Teacher Performance in Primary Schools in Kaabong District, Uganda

Authors

  • Elizabeth Akullo Ndejje University
  • Venance Kamanyire Ndejje University

DOI:

https://doi.org/10.47941/jep.1182

Keywords:

Leadership, Styles, Teacher, Performance

Abstract

Purpose: This study investigated the influence of headteacher leadership styles on teacher performance in primary schools in Kaabong District. Specifically, the study was to establish whether headteacher transformational leadership style had a significant influence on teacher performance; whether headteacher instructional leadership style had a significant influence on teacher performance; and whether headteacher transactional leadership style had a significant influence on teacher performance in primary schools in Kaabong District.

Methodology: The study adopted a cross-sectional descriptive survey research design in which structured questionnaires and face-to-face interviews were used to collect data from 308 respondents that included headteachers, directors of studies, teachers, pupil leaders and members of school management committees. The sampling of respondents was done mainly using simple random and census.

Findings: The study found out that most headteachers in primary schools in Kaabong used the three leadership styles in their management. However, the study found out that most of the respondents disagreed that teacher performance in the primary schools was good. The results of the linear regression showed that use of transformational leadership style had an insignificant influence on teacher performance; use of instructional leadership style had a moderate significant influence on teacher performance; and use of transactional leadership style had an insignificant influence on the teacher performance in the primary schools.

Unique Contribution to Theory, Policy and Practice: The findings of the study will provide a basis for policy makers to consider which leadership styles to emphasize in a bid to improve on teacher performance in schools. The findings from this study will provide an insight among head teachers on the importance of adopting appropriate leadership styles that can ensure good teacher performance in the primary schools. The findings will provide a basis for identifying the relationship between head teachers and teachers in forging best practices for improved teacher performance in schools.

Downloads

Download data is not yet available.

Author Biographies

Elizabeth Akullo, Ndejje University

Master's Student: Faculty of Education

Venance Kamanyire, Ndejje University

Lecturer, Faculty of Education

References

Amin, M. E. (2005). Social Science Research: Conception, Methodology and Analysis. Makerere University Printing Press. Kampala.

Armstrong, M. and Baron, A. (2009). Performance Management. London, Institute of Personnel and Development.

Bass, B.M. (2011). Improving Organizational Effectiveness through Transformational Leadership. Thousand Oaks: Sage.

Chandan, J. S. (1987). Management Theory and Practice. New York; Vikas Publishing House.

Kothari, C.R. (2006). Research Methodology. New Age International Publishers Limited India.

Northouse, A. B. (2011). Re-Examining the Components of Transformational and Transactional Leadership Using the Multifactor Leadership Questionnaire. Journal of Occupational and Organizational Psychology, 72, 441-462.

OECD. (2013). School Leadership and Leadership Development: Adjusting Leadership Theories and Development Programs to Values and The Core Purpose Of School. Journal of Educational Administration, 42(6), 669-684.

Robinson, V. M. (2011). From Instructional Leadership to Leadership Capabilities: Empirical Finding and Methodological Challenges. Leadership and Policies in Schools. 9(1), 1-26.

Wilkinson, A. (2004). Research Methodology: Issues and Debates. QWL News and Abstracts, ACAS, 11: 28-33.

Downloads

Published

2023-01-21

How to Cite

Akullo, E. A., & Kamanyire, V. K. (2023). Head teacher Leadership Styles and Teacher Performance in Primary Schools in Kaabong District, Uganda. Journal of Education and Practice, 7(1), 40–67. https://doi.org/10.47941/jep.1182

Issue

Section

Articles