Leadership styles and teacher performance in selected public secondary schools of Burera District, Rwanda
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Date
2011-09
Authors
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Journal ISSN
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Publisher
Kampala International University,College of Education
Abstract
This study investigated the relationship between Head teachers’ leadership style and
teacher performance. The study sought to investigate and establish the extent to
which leadership sty~es contribute to teacher performance in selected public
secondary schools in Burera District, Rwanda. The study was conducted by cross
sectional survey design, data being collected during the month of August 2011 using
questionnaires from 15 administrative staff (Head teachers and deputies) and 164
students. The sample was randomly and purposively selected from the accessible
population. Data was analyzed using percentages, which were calculated from the
frequencies of the data in the tables. The study revealed that democratic and autocratic
leadership styles existed in public secondary schools in Burera District and were affecting
service delivery. The democratic leadership style is the most desired by the majority of
respondents no matter when autocratic leadership style is called up on.
It was also found out that bureaucratic leadership style is rarely used whereas laissez faire
leadership style was considered to be the worst in promoting teachers’ performance in
regards to completion of their respective academic tasks. It was therefore concluded that
democratic style was preferred by teachers and when applied in schools it led to positive
teacher performance. Hence, according to findings, there is a significant relationship
between leadership styles used by head teachers and the level of teacher performance in
public secondary school in Burera District (R-Value=0.948, Sig-Value=0.000).
The results further revealed that female head teachers use better leadership styles (with
mean=3.6700) as compared to those used by male head teacher (with mean=2.2300) and
the means were compared. Consequently the following recommendations were made:
1. The Ministry of Education should organize workshops in secondary schools aimed at
improving secondary school leadership.
2. Head teachers should provide opportunities for increased teacher autonomy at work
through delegation and increased responsibility through promotion
Description
A Thesis Presented to the School of Postgraduate Studies and Research
Kampala International University Kampala, Uganda
In Partial Fulfilment of the Requirements for the Degree
Master of Educational Management Administration
Keywords
Teacher perfomance, Leadership styles, Public schools, of Burera District, Rwanda