| dc.description.abstract | The study investigated the effects of leadership styles used by headteachers of Secondary
Schools in Arua district on teacher commitment in the selected schools. The purpose of the
study was to find out the relationship between leadership styles and teacher commitment. The
objectives of the study were: to establish the leadership styles most practiced by head
teachers of secondary schools in Arua district, to investigate the relationship between
democratic, autocratic and laissez faire leadership styles and teachers' commitment in
secondary schools in Arua district. The researcher employed a cross-sectional survey design
composed of qualitative and quantitative approaches. The study population of 137 was
composed of headteachers, teachers, BOG chairperson, the District Education Officer and
students. A sample of 83 respondents was approached to fill the instruments and they were
selected using simple random and purposive sampling. Data was collected using
questionnaires and interview guide . Data collected was analyzed using a computer package
called SPSS and results presented in tables. Descriptive analysis was done for quantitative
data while content analysis done for qualitative data. The major findings of the study
indicated that most headteachers used democratic/participative leadership style, followed by
the authoritarian/autocratic style and the laissez fa ire was the least practiced. The head
teacher's leadership style affected teacher commitment, most headteachers involved staff in
decision making. Chi-square was used to test the relationship between the variables. It was
concluded that if the headteachers used more of pat1icipative leadership style, teacher
commitment in secondary schools in Arua district would improve . The findings further
confirm Fielder's Contingency Theory as applicable to the Education sector. The researcher
recommended more use of democratic style of leadership, effective delegation by head
teachers. | en_US |
