Secondary schools headteachers' management styles and teachers' performance in Tororo district, Uganda.

Abstract

This study investigated the relationship between secondary school headteachers’ management styles and teachers’ performance in Tororo district in Uganda. A cross-sectional survey design was employed. A sample of 28 headteachers and 294 teachers were selected using stratified and simple random sampling techniques. The study was anchored on McGregor’s theory X and Y of managing people. Using two sets of structured questionnaires and open question attached, the teachers completed Blake and Mounton (1964) managerial grid questionnaires (MGQ) scale and the headteachers completed teachers’ performance level questionnaire scale. The study used mixed method. The results revealed that democratic management style was used by 21 (75.0%) of the headteachers, balanced oriented by 6 (21.43%), and laissez-faire by 1 (3.5%). While staff and task oriented management styles were never used. The results also revealed that there was generally a moderate level of performance among the secondary school teachers in Tororo district by 64.75%. The study further revealed low statistically significant positive correlation between people (12.7%) and task (13.2%). Oriented management styles and teachers’ performance. The other factors that affected teachers’ performance included government policies, quality of infrastructure, environment, teachers’ welfare, attitude and professional conduct. The study recommended that the concurrent use of democratic and authoritarian management styles. It further recommended that the schools put measures in place against other factors responsible for teachers’ moderate performance.