Head-teachers’leadership styles and organizational commitment of teachers in primary schools in Bitooma Sub-County, Bushenyi District
| dc.contributor.author | Appollo Batondaine | |
| dc.date.accessioned | 2026-08-17T10:08:48Z | |
| dc.date.available | 2026-08-17T10:08:48Z | |
| dc.date.issued | 2023-10 | |
| dc.description | A Research Dissertation Submitted to Post Graduate Studies and Research Directorate in Partial Fulfillment of the Requirements for the Award of a Master of Education Management and Administration of Kampala International University | |
| dc.description.abstract | This study examined the relationship between leadership styles and commitment of teachers in Bitooma sub-county, Bushenyi district. The objectives were assess the relationship between head teacher transformational leadership and commitment of teachers, to determine the relationship between head teacher transactional leadership styles and to analyze relationship between head teacher laissez faire leadership style. The study adopted a cross-sectional design and data were collected using a self-administered questionnaires as well as interview guides. Data analysis involved descriptive and inferential analyses and study population was 138 teachers and 8 head teachers. Simple random sampling was used to sample 138 teaches to 99 and purposive sampling for head teachers. The total sample size was 107 respondents, the respondent rate was 100%. This study was guided by leader member exchange theory developed by Dienesch and Liden (1986). The research analyzes various leadership styles, including transformational, transactional, and laissez-faire leadership, to determine their impact on teacher commitment. Findings indicate that transformational leadership, characterized by inspirational motivation, intellectual stimulation, individualized consideration, and idealized relationship, based on rewards and punishments, can also affect organizational commitment, albeit to a lesser extent. Laissez-faire leadership, marked by a lack of direction and involvement, is found to influence, positively influences teachers' commitment to their organizations. Transactional leadership have a negative impact on teacher commitment. Descriptive results revealed that teacher retention was good. Regression analysis revealed that transformational leadership had a positive significant relationship with retention of teachers. Nevertheless, transactional leadership had a positive but insignificant relationship with retention of teachers while laissez-faire leadership had a negative and insignificant one. The study's results provide insights into how educational institutions can enhance teacher commitment by adopting effective leadership styles. Therefore, it was concluded that transformational leadership is imperative for retention of teachers, transactional leadership is not the most probable leadership style for retention of teachers, and laissez-faire leadership is not a desirable leadership style for retention of teachers. | |
| dc.identifier.uri | http://hdl.handle.net/20.500.12493/14868 | |
| dc.language.iso | en_US | |
| dc.publisher | Kampala International University | |
| dc.title | Head-teachers’leadership styles and organizational commitment of teachers in primary schools in Bitooma Sub-County, Bushenyi District | |
| dc.type | Thesis |