Transformational leadership and commitment of teachers in secondary schools in Buwenge town council, Jinja district, Uganda

Abstract

The study investigated the relationship between transformational leadership and commitment of teachers in secondary schools in Buwenge town council of Jinja district, Uganda. Study objectives included; to investigate the relationship between inspirational motivation and teacher commitment; to assess the relationship between intellectual stimulation and teacher commitment; to examine the relationship between individualized consideration and teacher commitment. The research hypothesis hypotheses were; H01: there is no statistically significant relationship between Inspirational Motivation and Teacher commitment; H02: There is no statistically significant relationship between Intellectual Stimulation and Teacher commitment; H03: There is no statistically significant relationship between Individualized Consideration and Teacher commitment. The study used a cross-sectional research design on a sample of 90 respondents employing both quantitative and qualitative analysis methods. The researcher applied purposive sampling and simple random sampling procedures. Quantitative data was collected using a pretested structured self-administered questionnaire, entered into Statistical Package for Social Scientists (SPSS 24.0) analyzed using descriptive statistics specifically frequencies, percentages and means. Inferential analyses particularly correlation and regression analyses were also carried out. Qualitative data was collected using an interview guide and the data were later thematically analyzed. Study findings showed that there was a positive and significant relationship between inspiration motivation and teacher commitment (β=0.485, p = 0.000 < 0.05), a strong positive and significant relationships between intellectual stimulation and teacher commitment (β=0.073, p = 0.524 < 0.05) and a positive and significant relationship between individualized consideration and teacher commitment (β=0.239, p = 0.024 > 0.05).Conclusively , the research accepted the two hypotheses (H01 and H03) that suggested that there was no statistically significant relationship between inspiration motivation, individualized consideration and teacher commitment. While on the other hand the H02 was rejected. There is a need for the administration of Private secondary schools to improve teacher remuneration as a means of promoting intrinsic motivation and commitment while providing teacher mentorship and coaching.