Predominant Headteacher Leadership Styles and Quality Of Teaching in Government Aided Secondary Schools in Nabilatuk District
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Date
2024-02-08
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Abstract
The study aimed at establishing the influence of the dominant head-teacher leadership styles and quality of teaching in the government aided secondary schools in Nabilatuk District. The study objectives included; to investigate the extent to which autocratic leadership style influence on quality of teaching in selected government-aided secondary schools, to investigate the extent to which democratic leadership style influence on quality of teaching in selected government-aided secondary schools, and to establish the influence of laissez faire leadership style on quality of teaching in selected government aided secondary schools.
A cross-sectional research design was employed, with both qualitative and quantitative approaches. The research sample comprised of purposively selected respondents, namely: four (4) head teachers, four (4) Deputy Head teachers, and two (2) District Inspectors of School. Seventy six (76) teachers were also randomly selected for the study. Data were collected using questionnaires and interviews and stored by SPSS software. Analysis of the quantitative data was done with Pearson correlation technique while the qualitative data from interviews were thematically scrutinised to evaluate the content.
Study findings revealed that there is a moderately high significant positive effect of autocratic leadership style on quality of teaching [(r=.686, p=.000); coefficient of determination (R2=0.471)]; denoting a 47.1 % positive variation in quality of teaching due to the application of autocratic leadership style. Democratic leadership style was also found to be a moderately significant positive influencer of quality of teaching [(r=.589, p=.000); (R2=0.346)]; implying that any changes in democratic leadership style can shift quality of teaching by about 34.6%. It was further found out that there is a low positive significant influence of laissez faire leadership on quality of teaching [r=0.342, p=0.000; regression coeff 0.117]; meaning that any changes in laissez-Faire leadership style would influence teaching quality by 11.7% chance deviation in quality of teaching.
Recommendation; while autocratic leadership (due to its immense focus of organisational mission and goals) it is thus recommended that it shouldn’t be applied singularly as it also bears several weaknesses - reducing the employee to a machine status with scanty psychological warmth. By this very fact, other styles (democratic and laissez faire) that treat man as a living human being must be used wisely and according to the obtaining situations.