Leadership styles and teacher ' performance in selected government aided secondary schools in Mukono district.

Abstract

The research study dealt with the leadership styles and teachers· performance in selected government aided secondary schools in Mukono District. This study was guided by the following objectives: to find out the leadership styles used by school leaders in government aided secondary) schools. establish the effect of leadership styles on teachers· performance in these schools and e establish the "a~ of enhancing teachers· performance in government aided secondary schools in mukono District. Related literature was reviewed in relation to the study objectives mentioned above. In the study a cross- sectional survey design was applied due to a cross section of population and relevancy to the stud y. The researcher used both qualitative and quantitative approaches to collect and analyze data. Purposive sampling and simple random sampling techniques ''ere used to select examples. The findings revealed that the leadership style largely used in the selected government aided secondary schools was autocratic or authoritarian leadership style. This style of leadership stifles teachers· performance since it ignores their expertise. smothers motivation and commitment. It ''as al o found out that teachers· performance under this leadership style in these schools is poor since teachers do not participate in decision making. It is therefore recommended that School leaders should integrate leadership styles so as to check the excesses of a single leadership style. They should use participatory leader hip style which allow teacher to participate in decision making and avoid coercive practices. The Ministry of Education and ports should revise teachers' remuneration. motivate them and provide better working conditions to enhance their performance in schools. It should al o regularly inspect these schools and evaluate the performance of school leaders and teachers, give professional advice hence uplifting their performance.