Headteachers’ leadership practices and their effect on teacher performance in selected schools of Lusaka district in Zambia.
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The aim of the study was to explore the effects of head teacher‟s leadership practices on teachers‟ performance in selected schools of Lusaka District in Zambia. An exploratory descriptive survey design along with qualitative methodology was used to collect and analyse data. Hertzberg‟s Two Factor Theory was used in collecting data from the field by exploring how head teachers implemented their leadership styles in order to enhance and improve the motivation which ultimately affect teacher performance in the selected schools. The study targeted all teachers in Lusaka district. In-depth interviews and Focused Group Discussions (FGDs) were the main data collection methods used. Purposive and convenience sampling techniques were used to select the participants for the study. The study revealed that there was a relationship between head teachers‟ leadership styles and teachers‟ performance in schools. The head teachers were found to use any of the three leadership styles to manage the schools. The leadership styles used included democratic, autocratic and laissez-faire. Democratic leadership styles dominated most of the schools although some schools were dominated by the autocratic leadership style. The study further revealed that schools which were dominated by the democratic leadership style, teachers‟ performance was better than those dominated by autocratic. The study found that for the head teacher to be said effective he or she had a combination of democratic and autocratic leadership styles. Teachers were able to effectively perform given a good leadership style. The study recommended that head teachers‟ leadership styles needed to be improved through holding workshops to capacity build them to increase their performance in schools. It further recommended the combination of at least two leadership styles in order to have effective head teachers.
The University of Zambia