Browsing by Author "Bwambale Asanairi"

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    Leadership style and academic performance of pupils in primary schools in Munkunyu Sub- County, Kasese District Uganda
    (Kampala International University, 2023-11) Bwambale Asanairi
    This study investigated the effects of leadership style and academic performance of pupils in primary schools in Kasese District, Uganda. Specifically, the study examined the relationship between transactional leadership and academic performance of pupils and investigated the impact of a laissez-faire leadership style on academic performance of pupils in Munkunyu Sub- County, Kasese District. The study adopted a cross-sectional research design and used both qualitative and quantitative approaches on target population of 346 and a sample of 168 head teachers, deputy head teachers, teachers and pupils was obtained using Sloven’s formula. Purposive sampling was used to select head teachers and deputy head teachers. Simple random sampling was used to select teachers and pupils. The field data was gathered via questionnaires. Cronbach’s, α, and content validity index were used for data quality control. Statistics, both descriptive and inferential were used in the data analysis process. The relationship between the independent variables (transformational, transactional, and laissez-faire leadership styles) and the dependent variable (academic performance of pupils), as well as the amount by which the dependent variable changed for each unit change in each of the independent variables was determined using Pearson, r and multiple regression. The findings revealed that most of the head teachers, “model the way”, by leading by example; being punctual and regular at school and being exemplary to become examples to their subordinates and the pupils and that headteachers knew what was expected of them to improve the quality of teaching and learning. The study concluded that, even though the respondents agreed that a leadership style could affect academic performance, the head teachers did not gain the confidence of the stakeholders enough to set up terms and conditions that could enhance quality teaching and learning. The study recommended compulsory continuous professional development in leadership for head teachers. Teacher training institutions to incorporate in their curriculum art and science of leadership in order to groom leaders right from school. In order to make leadership important and useful in promoting quality education, the study recommended that leadership be distributed appropriately among all different levels of administration.