Principals’ leadership styles and tutors’ job performance: a comparative study of teachers’ training institutions in central Uganda

Abstract

This study investigated the relationship between principals' leadership styles and tutors' job performance in Teachers’ training institutions (TTIs) in Central Uganda. The objectives were on; identifying differences in leadership styles among TTI principals, analyzing variations in tutors' job performance, and examining the relationship between these leadership styles and job performance. The Study followed a cross-sectional study design and optimized on narrative and correlational research design formants. Data was gathered from five primary teachers’ training institutions using questionnaires and interviews, involving 191 participants: 140 tutors, 36 heads of departments, 10 deputy principals, and 5 principals. Quantitative data was analyzed with SPSS software, employing Pearson correlation and regression analysis, while qualitative data was analyzed using thematic analysis. The study found minimal differences in leadership styles among the principals. Common leadership traits included decision-making (mean=4.33, Std=1.20), communication (mean=4.30, Std=1.15), and delegation of duties (mean=4.29, Std=1.15). Differences were noted in the delegation of duties and communication methods across the institutions. For instance, TTI-5 utilized additional communication channels like WhatsApp, unlike the others. The findings highlighted that counterproductive work behavior was relatively common among tutors (mean=4.3117, Std=0.44378), followed by contextual performance (mean=4.00, Std=0.46) and task performance (mean=3.83, Std=0.47). Generally, tutors were punctual, and collaborative, and avoided workplace issues, although challenges like lack of cooperation were noted in some instances. A positive correlation (r=0.475, p=0.000) between principals' leadership styles and tutors' job performance, indicated that leadership style significantly impacts job performance, accounting for 47.5% of the variation in tutors' performance. The qualitative data supported this, showing effective leadership practices like vision sharing, communication, and delegation improved staff commitment and performance. It was concluded that decision making was the major common aspect of leadership styles that cut across all the five TTIs followed by communication and delegation of duties. Such styles influence tutors effectively while on job. The study recommended that TTI principals develop clear visions and involve staff in their implementation, maintain effective communication channels, and foster cross-sectoral collaborations with local governments and the Ministry of Education and Sports. Additionally, principals should establish committees for decision implementation, and tutors should adhere to institutional policies for smooth operations.