Head Teachers’ leadership Styles and Job Satisfaction of Teachers in Government Secondary Schools, Masaka District Uganda
| dc.contributor.author | Nakidde Mukasa, Prossy | |
| dc.date.accessioned | 2020-08-04T06:42:34Z | |
| dc.date.available | 2020-08-04T06:42:34Z | |
| dc.date.issued | 2019-04 | |
| dc.description | A Dissertation Presented in Partial Fulfillment of the Requirements for the Award of a Masters’ Degree of Arts in Educational Management and Administration of Kampala International University | en_US |
| dc.description.abstract | The purpose of the study was to establish the relationship between head teachers’ leadership styles and job satisfaction of teachers in government secondary schools in Masaka District. The study was guided by three objectives i.e. to establish the relationship between head teachers’ democratic leadership style and job satisfaction of teachers; to establish the relationship between head teachers’ autocratic leadership style and job satisfaction of teachers; and finally between head teachers’ laissez faire leadership style and job satisfaction of teachers in government secondary schools in Masaka District. The study used a descriptive design; a study sample of 195 teachers and 8 head teachers as respondents was used which included both teachers and head teachers. Data was collected using questionnaire and interview guide respectively. Data was analyzed using frequencies, means and correlation statistics by help of Statistical Package for SPSS 23.0. Study results revealed that head teachers’ democratic and laissez faire leadership styles had significant positive relationships with job satisfaction of teachers; this meant that they increased job satisfaction of teachers. And, head teachers’ autocratic leadership style had a significant negative relationship on the job satisfaction of teachers; this implied that autocratic leadership style decreased job satisfaction of teachers in government secondary schools of Masaka District. The researcher recommended that the head teachers should have sense of innovation and also encourage teachers to seek more opportunities and possibilities, not just achieve work within expectations. Head teachers should understand the values of their teachers and try to build their teaching strategies, plans, processes and practices that will likely to improve the wellbeing of staff. Also, Head teacher’s authoritative leadership style will decrease employee performance. So they should try to avoid this type of leadership style. However, supervisors should clarify expectations and provide goals and standards to be achieved for the teachers to follow. | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/12943 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning | en_US |
| dc.subject | Head Teachers’ leadership Styles | en_US |
| dc.subject | Job Satisfaction | en_US |
| dc.subject | Teachers | en_US |
| dc.subject | Government Secondary Schools | en_US |
| dc.subject | Masaka District Uganda | en_US |
| dc.title | Head Teachers’ leadership Styles and Job Satisfaction of Teachers in Government Secondary Schools, Masaka District Uganda | en_US |
| dc.type | Thesis | en_US |