Leadership Behaviours and Commitment of Teachers in Secondary Schools in an Urban Setting in Uganda

Abstract

This study examined the influence of leadership behaviors on commitment of teachers in secondary schools in an urban setting in Uganda. Informed by the Path-Goal Leadership Theory, the study investigated the influence of directive, supportive and participative leadership behaviors on commitment of teachers. Basing on the positivist paradigm, the researchers adopted the survey research design. A sample of 252 teachers provided data using a self-administered questionnaire. Data were analyses using partial least square structural equation modelling (PLS-SEM) using SmartPLS. The main findings of the study revealed that directive and supportive leadership behaviors positively and significantly influenced commitment of teachers. However, participative leadership behaviors negatively and insignificantly influenced commitment of teachers. The study concluded that directive and supportive leadership behaviors play a meaningful role in promoting commitment of teachers than participative leadership. It was recommended that to promote commitment of teachers, head teachers should demonstrate directive and supportive leadership behaviors in the managing of schools. Nonetheless, head teachers should not over emphasize participative behaviors. The implication of the study is that from the fundamental behaviors of the Path-Goal Leadership Theory expected from leaders that include directive, supportive and participative leadership behaviors, the findings offer insights on the basic ones a school leader should emphasize to enhance commitment of teachers, these are directive and supportive leadership behaviors.