Head Teachers' Management Styles and Teachers' Performance in Secondary Schools in Rakai District

Abstract

The study sought to investigate the management styles of head teachers and how they influence teacher performance in secondary schools in Rakai district. This was in light of the fact that in Rakai district, secondary schools students' performance in the national examinations is still very weak. This caused a wonder whether the management styles used by the head teachers influence teachers who in the long run have to cater for the students' academic standards. The study was guided by three objectives, namely: to find out whether there are differences in management styles of head teachers with reference to their individual characteristics, to find out whether there are differences in management styles of head teachers with reference to school types and to examine how management styles of head teachers influence teacher performance. A cross-sectional survey design was used and data was collected using questionnaire and interview responses from 226 teachers and 22 head teachers and 20 Chairpersons of Boards of Governors. A non-probabilistic purposive sampling technique was used for all the different categories of teachers and head teachers in the study. In the first two objectives, management styles were correlated with individual characteristics of head teachers; and management styles were correlated with school types using the chi square-test. In the third objective head teachers' management styles were correlated to teachers' performance using analysis of variance (ANOVA). The findings from the collected and analysed data revealed that paternalistic is the most used management style while laissez faire is the least used style. It also revealed that management styles of head teachers do not vary with their individual characteristics, and that management styles of head teachers do not vary with school types. The study established that there is a correlation between management styles used by head teachers and teacher performance. The study further confirms Robert House's Path-Goal Theory as applicable to the education sector. The research recommends that workshops and training courses should be conducted for head teachers on how to intensify, articulate, communicate and implement the benefits of paternalistic management style. Head teachers should pay more attention to the management style they use, well knowing that any flaw would adversely affect not only the performance of their teachers but their students too. Head teachers should also consider the option of using democratic management style for more cooperation, involvement and better performance of their teachers.