The Effect of Laissez-Faire Leadership Style on Academic Performance of Primary School Pupils in Selected Primary Schools in Kasese District

Abstract

Education plays a crucial role in the development of society, particularly in the developing world. The purpose of this research is to assess the impact of a laissez-faire leadership style on the academic performance of primary school students in selected schools within Kasese district. The study utilized a cross-sectional survey design, employing both quantitative and qualitative methodologies. Quantitative data was processed by coding and entering it into a computer program called the Statistical Package for Social Sciences (SPSS 22.0). This data was then summarized using frequency tables, allowing for the identification of errors and necessary revisions. Among the respondents, 27 (45%) disagreed with the statement, indicating that teachers appreciate the leadership style that grants them freedom. This lack of accountability can have negative consequences. Conversely, 24 (40%) agreed that head teachers adopt a hands-off approach, empowering teachers to independently solve problems, while 60% disagreed with this statement. Additionally, 17 (28.3%) of head teachers spend the majority of their time outside the school, with their presence on campus being rather casual. This evidence suggests that head teachers do not perceive their presence as significant, failing to recognize its positive impact on academic performance. In Kasese District, the Primary Leaving Examination (PLE) results for 2018 and 2020 revealed a disappointing pass rate of only 47%. Therefore, it is crucial to examine various factors, such as the leadership styles of head teachers, in order to address this issue effectively. Keywords: laissez-faire leadership, academic performance, primaryschool, pupils, social studies.