An assessment of the relationship between headmasters’ leadership and teachers’ performance in Makindye division, Kampala district, Uganda

Abstract

Leadership style practiced by the school headmasters is a key issue in managing performance in schools. This study was to establish the assessment of the relationship between the headmasters’ leadership styles and the secondary teachers’ performance in secondary schools in Makindye division. The hypothesis of the study was tested, that; there is no significant relationship between the headmasters’ leadership style and the teachers’ performance in Makindye division secondary schools. The study used both qualitative and quantitative approaches with descriptive and correlation research designs. The study found that, the nature of secondary headmasters’ leadership style used in Makindye division is highly democratic with (average mean=3.149, SD=0.849) and autocratic with (average mean=2.446, SD=1.108). The study results indicated that there is a strong positive relationship between the headmasters’ leadership styles and teachers’ performance in Makindye division with (r= -.352**, p=0.000 less than 0.05 level of significance). The study hypothesis was rejected and hence accepted the alternative hypothesis which stated that there is a significant relationship between headmasters’ leadership styles and teachers’ performance in Makindye division secondary schools, since the P-Value was 0.000 less than 0.05 level of significance.