Abstract:
This mixed-methods study stems from the poor learner performance in secondary schools in Tororo District, Uganda, which connoted low teacher role performance and gaps in head teachers’ management styles. Management styles of 28 head teachers and role performance of 294 teachers were investigated. Head teachers mainly used democratic management style, 21 (75.0%); followed by balanced-oriented style, 6 (21.43%); and laissez-faire style, 1 (3.5%). Teachers’ role performance was moderate (M = 64.75, SD = 10.80). Significant relationships existed between people-oriented (r = .127, p = .029) and task-oriented (r = .132, p = .024) management and teachers’ performance. Recommendations for improvement were advanced.
Keywords: management style, role performance, democratic management, laissez-faire, balanced-oriented, people-oriented, production-oriented, head teacher, teacher
