Head Teachers’ Leadership Behaviour and Commitment of Teachers in Selected Secondary Schools of Gisaga District Rwanda

ABSTRACT

The study was about head Teachers’ leadership behavior and commitment of teachers in selected secondary schools of Gisagara District, Rwanda. Specific objectives were: (i) identify the profile of respondents (ii) determine the degree of leadership behavior (iii) determine the level of teachers’ commitment (iv) find out the significant difference in level of commitment between male and female teachers (v) investigate the relationship between leadership behavior and teachers’ commitment. The Path-Goal theory of leadership and Allen and Meyer organizational commitment guided this research. The descriptive correlation and comparative design was utilized. 157 teachers were selected through simple random sampling. Standardized research instruments of leadership behavior and commitment were used. Frequency tables and percentage distributions, Pearson’s Correlation coefficient and t-test were used to statistically analyze the data collected. The majority of teachers were male (85%); young (84% under 35 years old) and Bachelors’ Degree Holders (70%) but minority studied education (l2%). The degree of head teachers’ leadership behavior (2.97) was high and the level of teachers’ commitment was also high (2.77). There was no significant difference in level of commitment between male and female teachers (Sig. =0.33). The findings revealed that leadership behaviors are strongly correlated with teacher commitment (r-value= 0.78, sig=0.000). It was concluded that leadership behavior and teachers’ commitment were strongly correlated and there was no significant difference in level of commitment between male and female teachers. It was recommended to the Ministry of Education to set special policy about teacher deployment with special incentives for teachers deployed in rural areas and provide trainings and workshops for head teachers in Education leadership. Areas for further researches have been suggested at the end of the study. 

TABLE OF CONTENTS

Declaration A

Declaration B ii

Dedication iii

Acknowledgement iv

Abstract V

Table of Contents vi

List of Tables viii

List of Figures ix

Chapter Page

One THE PROBLEM AND ITS SCOPE 1

Background of the Study 1

Statement of the Problem 4

Purpose of the Study 5

Research Objectives 5

Research Questions 6

Hypothesis 6

Scope 6

Significance of the Study 7

Operational Definitions of Key Terms 8

Two REVIEW OF RELATED LITERATURE 9

Concepts, Ideas, Opinions From Authors/Experts 9

Theoretical Perspectives 26

Related Studies 28

Three METHODOLOGY 31

Research Design 31

Research Population 31

Sample Size 31

Sampling Procedure 32

Research Instrument 32

Reliability of the Instrument 33

Data Gathering Procedures 34

Data Analysis 34

Ethical Considerations 36

Limitations of the Study 36

Four PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA 38

Five FINDINGS, CONCLUSIONS, RECOMMENDATIONS 61

Findings 61

Conclusions 63

Recommendations 64

References 65

Appendices 74

Appendix IA - Transmittal Letter from the School of Higher

Degrees and Research 74

Appendix lB - Transmittal Letter for Respondents 75

Appendix II - Informed Consent 76

Appendix III - Research Instrument 77

Appendix lIlA - Profile of respondents 77

Appendix IIIB - Questionnaire to Determine the Extent

of Head Teachers’ Leadership Behavior (For Teachers) 78

Appendix IIIC - Questionnaire to Determine the Level of

Teachers’ commitment 80

Appendix IV- Time Frame 82

Appendix V- Names of schools 83

Appendix VI- Researcher’s Curriculum Vitae 84