Influence of Head Teachers’ Leadership Styles On Students’ Discipline in Secondary Schools in Butagaya Sub-County, Kagoma County, Jinja

TABLE OF CONTENTS

CERTIFICATION

COPYRIGHT

DECLARATION iii

DEDICATION iv

ACKNOWLEDGEMENTS v

LISTOFTABLES ix

ABBREVIATIONS AND ACRONYMS x

ABSTRACT xi

CHAPTER ONE 1

INTRODUCTION 1

1 .0 Background to the study 1

1.2 Statement of the problem 3

1 .3 Purpose of the study 3

1 .4 Objectives of the study 3

1 .5 Research questions 4

1.6 Significance of the study 4

1.7 Limitations of the study 4

1.8 scope of the study S

1 .9 Definitions of significant terms S

CI-IAPTER TWO 7

LITERATURE REViEW 7

2.0 Introduction 7

2.1 Democratic leadership style and students’ discipline 7

2.2 Autocratic leadership style and students’ discipline 7

2.3 Laissez-faire leadership style and students discipline 8

2.4 Transformational leadership style and students’ discipline 8

2.5 Theoretical framework 9

2.6 Conceptual framework 11

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CHAPTER THREE .12

RESEARCH METHODOLOGY 12

3.0 Introduction 12

3.1 Research design 12

3.2 Target population 12

3.3 Sample size and sampling procedures 13

3.4 Research instruments 13

3.5 Validity of the research instruments 14

3.6 Reliability of the research instruments 14

3.7 Data collection procedures 15

3.8 Data analysis techniques 15

3.9 Ethical considerations 16

CHAPTER FOUR 17

DATA ANALYSIS. PRESENTATION AND INTERPRETATION 17

4.0 Introduction 17

4.1 Instruments return rate 17

4.2. Background characteristics of respondents 18

4.2.1, Age of teachers and I-lead teachers 18

4.2.2Teachers’ and head teachers’ academic and professional qualifications 20

4.2.3 Head teachers’ and teachers’ duration of service 21

4.2.4 Head teachers’ and students’ response on discipline issues in school 22

4.2.5 Head teachers’ and students’ response on the common discipline problems experienced in school

23

4.2.6 Head teachers’ and students’ view on the discipline at school 23

4.3. Democratic leadership style and students’ discipline 24

4.3.1 I-lead teachers’ response on democratic leadership style 24

4.3.2 Teachers’ response on democratic leadership style of teachers 26

4.3.3 Students’ response on democratic leadership style of head teachers 27

4.3.4 Head teachers’ responses on who writes the school rules and regulations 28

4.3.5 I-lead teachers’ responses on students channels of communication of their grievances 29

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4.3.6 Head teacher’s responses on whether teacher and other motivational speakers are involved in

advising student on good discipline 30

4.4 Head teacher’s autocratic leadership style on students’ discipline 31

4.4.1 Head teachers’ response on autocratic leadership style 31

4.4.2 Teachers’ response on head teachers’ autocratic l~adership style 33

4.4.3 Students’ response on head teachers’ autocratic leadership style 34

4.5 Influence of laissez-faire leadership style on students’ discipline 35

4.5.1 Head teachers’ response on laissez-faire leadership style 35

4.6 Influence of transformational leadership style on students’ discipline 36

4.6.1 I-lead teachers response on transformational leadership style 36

4.6.2 Teachers’ response on transformational leadership style 38

4,7 Teachers’ response on cases of indiscipline in school for the past four years 39

4.8 Suggested possible measures to promote discipline in school 40

4.9 The relationship between the head teacher’s leadership style and students’ discipline 40

CHAPTER FIVE 45

SUMMARY OF FINDINGS. CONCLUSIONS AND RECOMMENDATIONS 45

5.0 Introduction 45

5.1 Summary of findings 45

5.1 .1 The influence of head teachers’ democratic leadership styles on students’ discipline in secondary

schools 45

5.1 .2The influence of head teachers~ autocratic leadership style on students’ discipline in secondary

schools 46

5.1.3 How I-lead teacher’s laissez-faire leadership style influence on student’s discipline 46

5.1 .4The influence of head teachers’ transformational leadership style on students’ discipline 47

5.2. Conclusion of the study 47

5.3 Recommendations of the study 47

5.4 Suggestions for further research 48

REFERENCE 49

APPENDIX I: QUESTIONNAIRE 53