The influence of head teachers’ leadership styles on quality of education in government aided primary schools; case study: Kyalulangira sub-county, Rakai district, Uganda

Abstract

This study investigated the Influence of Head teacher’s leadership Styles on Quality of Education in Government Aided Primary Schools in Kyalulangira Sub-County Rakai District. The research was guided by the following objectives; To establish the influence of effective communication on the quality of Education in primary schools. To assess the impact of delegation on the quality of Education in primary schools, and to establish the extent to which Head teachers’ support supervision influence the quality of Education in primary schools in Kyalulangira Sub-County in Rakai district of Uganda. The study adopted a case study research design. The sample comprised of government aided primary schools of which: The sample for this study was 132 respondents of which 80 were long serving teachers, 40 senior teachers, 10 Head teachers and 2 Education Officers. Questionnaire and interview guide were the main tools used in data collection. Data was coded manually and later analyzed quantitatively and qualitatively using descriptive statistics mainly percentages and content analysis. The results revealed that head teachers’ leadership styles influence the quality of education. Head teachers rarely did support supervision. This indicated a high degree of relaxity leading to low grades. The study revealed that Head teachers’ delegation of duties improves teachers’ quality of work. This allows them to make decisions and complete tasks in areas they have direct knowledge. It also revealed that most institutions did not have well-established communication strategies. It was recommended that the head teachers incorporate collective management approach in their teacher management scale largely. This study recommended refresher courses for Head teachers, strict supervision and measures to reduce workload for Head teachers by the Ministry.