The effects of head teachers' leadership styles on teachers' performance.
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Date
2016
Authors
Mwiinga, Buumba Orden
Journal Title
Journal ISSN
Volume Title
Publisher
University of Zambia
Abstract
This study investigated the influence of head teachers' leadership styles on teacher performance in primary schools. The three objectives guided the study, namely; to identify leadership styles of head teachers in primary schools, to determine the organisation climate of primary schools and to determine how head teachers' leadership styles affect and teachers 'performance. Descriptive survey design research was employed in the analysis. A simple random sampling technique was used to select 114 teachers in seven zonal schools in Chikankata district. Seven school head teachers from the zonal selected schools formed the participants for the study. Four research questions were generated. Data for the study were collected using a self developed questionnaire on the "Influence of head teachers' Leadership Styles on teacher performance " and data generated through the use of two questionnaires was analysed using the statistical package for social sciences (SPSS).
Head teachers' leadership style is a critical variable in teachers' job performance in Primary schools in Chikankata District. This is evident in the findings of this study which isolated the style of leadership used by a head teacher as a function of teachers 'job performance in school. The study has revealed that there is a significant relationship between the head teacher's leadership style and teachers 'job performance.
In some situations such as Ngangula Zonal school, teachers need to be forced before they could improve productivity. Thus, in some situations, it is concluded that the autocratic leadership style in form of directing is the best style of leadership that could enhance better job performance among teachers. The directive leadership style is evidenced at Nadezwe zonal school by the head teacher dominating of meetings, and close supervision of teachers among others.
The results emanating from this study also showed the connection between the effects of leadership style on school climate. Depending on whether the head teacher is autocratic, supportive or uses delegation approach in the leadership, the school will have either a closed or open type of school climate. The head teachers' leadership style is one of the major factors responsible for school climate. The findings revealed that the leadership style employed by the head teacher had implications for school climate. In essence, the head teacher' leadership behavior for example, his/her expectations, values, beliefs, relationships with teachers and the examples he/she set for the whole school shaped the climate in the school. In view of this, the need for head teachers to be well informed to use their leadership styles to create and improve school climate could not be over emphasized.
Based on the findings of the study the following recommendations were made: that the teaching service commission in collaboration with the ministry of General Education should be organizing seminars and workshops for school head teachers on effective style for school management in a bid to improve the performance of head teachers, a mentoring program is strongly recommended for newly appointed and underperforming serving head teachers. The study also recommends a review of the curriculum for the training of teachers so that sufficient attention is given to management and leadership skills.
This study investigated the influence of head teachers' leadership styles on teacher performance in primary schools. The three objectives guided the study, namely; to identify leadership styles of head teachers in primary schools, to determine the organisation climate of primary schools and to determine how head teachers' leadership styles affect and teachers 'performance. Descriptive survey design research was employed in the analysis. A simple random sampling technique was used to select 114 teachers in seven zonal schools in Chikankata district. Seven school head teachers from the zonal selected schools formed the participants for the study. Four research questions were generated. Data for the study were collected using a self developed questionnaire on the "Influence of head teachers' Leadership Styles on teacher performance " and data generated through the use of two questionnaires was analysed using the statistical package for social sciences (SPSS).
Head teachers' leadership style is a critical variable in teachers' job performance in Primary schools in Chikankata District. This is evident in the findings of this study which isolated the style of leadership used by a head teacher as a function of teachers 'job performance in school. The study has revealed that there is a significant relationship between the head teacher's leadership style and teachers 'job performance.
In some situations such as Ngangula Zonal school, teachers need to be forced before they could improve productivity. Thus, in some situations, it is concluded that the autocratic leadership style in form of directing is the best style of leadership that could enhance better job performance among teachers. The directive leadership style is evidenced at Nadezwe zonal school by the head teacher dominating of meetings, and close supervision of teachers among others.
The results emanating from this study also showed the connection between the effects of leadership style on school climate. Depending on whether the head teacher is autocratic, supportive or uses delegation approach in the leadership, the school will have either a closed or open type of school climate. The head teachers' leadership style is one of the major factors responsible for school climate. The findings revealed that the leadership style employed by the head teacher had implications for school climate. In essence, the head teacher' leadership
behavior for example, his/her expectations, values, beliefs, relationships with teachers and the examples he/she set for the whole school shaped the climate in the school. In view of this, the need for head teachers to be well informed to use their leadership styles to create and improve school climate could not be over emphasized.
Based on the findings of the study the following recommendations were made: that the teaching service commission in collaboration with the ministry of General Education should be organizing seminars and workshops for school head teachers on effective style for school management in a bid to improve the performance of head teachers, a mentoring program is strongly recommended for newly appointed and underperforming serving head teachers. The study also recommends a review of the curriculum for the training of teachers so that sufficient attention is given to management and leadership skills.
Description
Masters of Education in Educational Management
Keywords
The effects of head teachers' leadership styles on teachers' performance. , School principles--Zambia.