Head Teachers’ Leadership Styles and Teachers’ Organisational Commitment as predictors of Teacher Role Performance in Rural Government-Aided Secondary Schools in Tororo District, Uganda.
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Date
2024
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Busitema University
Abstract
Grounded in the path-goal theory, this study sought to examine the influence of Head Teachers’ Leadership Styles and Teachers’ Organizational Commitment as Predictors of Role Performance in government-aided Secondary schools in Tororo District in Uganda. The study used a mixed methods approach employing concurrent-triangulation mixed methods design. A census of 117 teachers and 6 head teachers were engaged in data collection using a structured questionnaire for teachers and interview guide for head teachers. The quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple linear regression while qualitative data were analyzed using content analysis. Quantitative results revealed that head teachers’ leadership styles (ß =0.54, p = 0.000< 0.05) had a bigger influence than teachers’ organizational commitment (ß =0.21, p = 0.000< 0.05) on teacher role performance. Hence the leadership approach from head teachers is a very important factor in Teacher role performance in rural government-aided Secondary schools in Tororo district. Hence the third study hypothesis that Head Teachers’ Leadership Style and Teachers’ Organizational Commitment positively predict Teacher role performance in government-aided Secondary schools in Tororo district was retained. However, 45.3% of the variation in Teacher Role Performance was accounted for by other factors not considered in this study. Hence, Transactional and democratic leadership approaches play a pivotal role in enhancing teachers’ organizational commitment and role performance. It is recommended that secondary school head teachers should focus more on mentoring, competence building and professional development rather than only compliance with educational standards in their approach of leadership.
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Martin, D. O. (2024). Head teachers’ leadership styles and teachers’ organisational commitment as predictors of teacher role performance in rural Government-Aided secondary Schools in Tororo District, Uganda. [Masters, Thesis]. Busitema University.