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

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dc.contributor.authorLudigo, Harriet
dc.contributor.authorMugizi, Wilson
dc.contributor.authorBarigayomwe, Rogers
dc.date.accessioned2023-09-14T17:54:20Z
dc.date.available2023-09-14T17:54:20Z
dc.date.issued2023
dc.description.abstractThis 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.en_US
dc.identifier.citationLudigo, H., Mugizi, W., & Barigayomwe, R. (2023). Leadership Behaviours and Commitment of Teachers in Secondary Schools in an Urban Setting in Uganda. International Journal of Intellectual Discourse, 6(1), 37-51.en_US
dc.identifier.issn2636-4832
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/9227
dc.language.isoenen_US
dc.publisherInternational Journal of Intellectual Discourseen_US
dc.subjectBehaviorsen_US
dc.subjectDirectiveen_US
dc.subjectHead teachersen_US
dc.subjectLeadershipen_US
dc.subjectParticipativeen_US
dc.subjectSupportiveen_US
dc.subjectTeachersen_US
dc.titleLeadership Behaviours and Commitment of Teachers in Secondary Schools in an Urban Setting in Ugandaen_US
dc.typeArticleen_US
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