Leadership Styles and Teacher Performance in Selected Public Secondary Schools of Burera District, Rwanda.

ABSTRACT This study investigated the relationship between Head teachers’ leadership style and teacher performance. The study sought to investigate and establish the extent to which leadership sty~es contribute to teacher performance in selected public secondary schools in Burera District, Rwanda. The study was conducted by cross sectional survey design, data being collected during the month of August 2011 using questionnaires from 15 administrative staff (Head teachers and deputies) and 164 students. The sample was randomly and purposively selected from the accessible population. Data was analyzed using percentages, which were calculated from the frequencies of the data in the tables. The study revealed that democratic and autocratic leadership styles existed in public secondary schools in Burera District and were affecting service delivery. The democratic leadership style is the most desired by the majority of respondents no matter when autocratic leadership style is called up on. It was also found out that bureaucratic leadership style is rarely used whereas laissez faire leadership style was considered to be the worst in promoting teachers’ performance in regards to completion of their respective academic tasks. It was therefore concluded that democratic style was preferred by teachers and when applied in schools it led to positive teacher performance. Hence, according to findings, there is a significant relationship between leadership styles used by head teachers and the level of teacher performance in public secondary school in Burera District (R-Value=0.948, Sig-Value=0.000). The results further revealed that female head teachers use better leadership styles (with mean=3.6700) as compared to those used by male head teacher (with mean=2.2300) and the means were compared. Consequently the following recommendations were made: 1. The Ministry of Education should organize workshops in secondary schools aimed at improving secondary school leadership. 2. Head teachers should provide opportunities for increased teacher autonomy at work through delegation and increased responsibility through promotion.

TABLE OF CONTENT

ABSTRACT vi

ACKNOWLEDGEMENT iv

APPROVAL SHEET iii

DECLARATION B ii

DECLARATION A

Chapter

One THE PROBLEM AND ITSSCOPE 1

Background of the Study 1

Statement of the Problem 3

Purpose of the Study 4

Research Objectives 4

Research Questions 5

Research Hypothesis 5

Scope of the study 5

Significance of the Study 6

Operational Definitions of Key Terms 7

Two REVIEW OF RELATED LITERATURE 8

Concepts, Ideas, Opinions From Authors/Experts 8

Theoretical Perspectives 12

Related Studies 14

Three METHODOLOGY 17

Research Design 17

Research Population 17

Sample Size 18

Sampling Procedure 19

Research Instrument 20

Validity and Reliability of the Instrument 20

Data Gathering Procedures 21

Data Analysis 22

Ethical Considerations 22

Limitations of the Study 23

Four PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 24

Five FINDINGS, CONCLUSIONS, RECOMMENDATIONS 38

Findings 38

Conclusions 39

Recommendations 43

References 44

Appendices 46

Appendix I Research Instruments 46

Appendix II Transmittal letter 55