Volume 07 Issue 02 February 2024
1Kyomuhangi Speria, 2Kanyesigye Stella Teddy
1,2Faculty of Education, Valley University of Science and Technology, Ishaka-Bushenyi, Uganda
DOI : https://doi.org/10.47191/ijsshr/v7-i02-64Google Scholar Download Pdf
ABSTRACT
Data was collected to investigate the effect of head teachers’ leadership styles on the commitment of teachers among secondary in Bushenyi District, Western Uganda. It was specifically focused on: the relationship between head teachers’ democratic leadership style and commitment of teachers; the relationship between head teachers’ autocratic leadership style and commitment of teachers; the relationship between head teachers’ laissez-faire leadership style and commitment of teachers among primary schools in Bushenyi district, Western Uganda. Data was collected in the month of August, 2023 from a total sample of 233 teachers from both government aided and private schools (122 males and 111 females). The data was collected using a self-designed questionnaire that was constructed from reading literature and following the research questions. All items in this instrument were closed-ended were measurement based on the five-point Likert Scale (1 = strongly disagree 2 = disagree 3 = not sure 4 = agree 5 = strongly agree). After organising the data quantitatively, it was entered into the computer using both excel spreads and statistical package for social scientists for further analysis. The data is in form of raw data, and it can be analyzed in different forms such as: relationship between the different forms of headteachers leadership style (democratic, autocratic and laissez-faire) and; the particular areas of teachers’ commitment (Affective, Continuance, and Normative), ownership of the school (government or private), gender (male or female), category of the school (day or boarding), teachers’ age among other factors that can be considered. Policy makers and school administrators can also base on this data to identify leadership gaps among headteachers that may call for refresher training or mediation talks.
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