Leaders personality traits and performance of tutors inprimary teachers colleges in busoga sub - region, Uganda

Abstract

The study assessed the relationship between leaders’ personality traits and performance of tutors in Primary Teachers‟ Colleges (PTCs) in Busoga Sub-region, Uganda. Using a crosssectional study design employing both quantitative and qualitative research approaches using purposive and simple random sampling techniques, the study was conducted on ninety-two tutors, nine administrators (Principals and Deputy Principals) and eight student leaders in PTCs. The data were collected using a self-administered questionnaire and interview guides. The results were analyzed using descriptive statistics in form of frequencies, percentages and inferential statistics involving Pearson’s moment correlation for quantitative data (Jeffrey, Royce & Bruce 2016). The study revealed that all the three independent variables had positive relationships with performance of tutors at PTCs in Busoga sub-region. The study concluded that there is a low positive relationship (r= 0.301) between principal’s extroversion trait and performance of tutors at the level of significance 0.01. The study concluded that there is a moderate positive relationship (r = 0.648) between principal’s agreeableness trait and performance of tutors at the level of significance 0.01. The study additionally concluded that there is a very weak positive relationship (r = 0.103) between principal’s emotional stability trait and performance of tutors at the level of significance 0.330. The study recommends using the findings on leaders‟ personality traits for recruitment, pre-employment testing, formulation of policies, career development counseling, succession planning, and coaching, mentoring, training and leadership development. Stress management and conflict resolution training is also highly recommended for principals.