Head teacher's leadership behaviour and students' academic performance in secondary schools in iganga municipality

Abstract

The study investigated whether Head Teacher's Leadership Behaviour affects Students' 0-level Academic Performance in Secondary Schools in lganga Municipality. It specifically aimed at determining whether structural initiative behaviour, consideration behaviour and empowering behaviour of the head teacher influences students' 0-level academic performance. A descriptive research design with qualitative and quantitative approaches was employed. Data was collected from 106 respondents who included teachers, head teachers and senior education officers and were selected using stratified random sampling and purposive sampling techniques from 4 secondary schools. Structured questionnaires and interview guides were used. The collected data was analysed using descriptive statistics and content analysis techniques. The study found that the Head Teacher's structural initiative behaviour in form of planning, clarifying goals and roles has a positive effect on students' academic performance. It was also established that Head Teacher's consideration behaviour of motivating teachers, providing materials, support supervision and encouraging teamwork influence students' academic performance. It was further discovered that Head Teacher's empowerment behaviour characterized mainly by delegating, providing administrative support, training, inducting and involving teachers in decision making also affect students' academic performance. It is recommended that head teachers should be given more funding and training in managerial skills in order to run their schools and achieve better academic performance.