Head Teacher’s Leadership Styles and the Quality of Teacher Support Supervision
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Date
2016
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Education and Research
Abstract
This paper examines the relationship between head teacher’s leadership styles and the quality of
support supervision offered to teachers in primary schools in Mid-western Uganda. The study was
driven by the need to establish the largely and widely held belief that school heads make a
difference on instructional effectiveness of teachers through effective leadership and the kind of
support supervision they provide teachers in their schools. The researchers employed a correlational
cross-sectional survey design in which both quantitative and qualitative data were collected from a
study sample of 320 teachers and 20 educational administrators using questionnaire survey and
interview methods. The data were analysed with the use of descriptive and inferential statistical
techniques as well as content analysis method. Study results revealed that both people-oriented, and
task-oriented styles of leadership have statistically significant correlation (r = .566, p = .000) and (r
= .536, p = .000) respectively, with the quality of teacher support supervision. But laissez-faire style
of leadership has a statistically weak correlation (r = .117, p = .057) with the quality of teacher
support supervision. The researchers thus concluded that the type of leadership styles that school
heads use have a bearing on the quality of teacher support supervision. Consequently, it was
recommended that school heads should make use of appropriate leadership styles to suit situations,
needs and developmental aspirations of teachers as well as the needs of the primary schools they
serve.
Description
Keywords
Leadership, leadership styles, Teachers, Support supervision, Primary schools
Citation
Tibagwa, K. N., Onen, D., & Oonyu, J. (2016). Head teacher’s leadership styles and the quality of teacher support supervision. International Journal of Education and Research, 4(8), 63-78.