Leadership styles and their influence on holistic Education in Catholic based Secondary Schools

Abstract

This study investigated the effects of leadership styles on holistic education in catholic-based secondary schools in Sumbawanga Municipality. The objectives of the study include to establish leadership styles in catholic-based secondary schools in Sumbawanga Municipality. To assess the effects of leadership styles and holistic education in catholic-based secondary schools in Sumbawanga Municipality and to propose recommendation for the improvement of leadership styles on holistic education in catholic-based secondary schools in Sumbawanga Municipality. The study employed a cross-sectional design and adopted a mixed approach of both qualitative and quantitative approaches. The study population was 120 whereas the sample size was 102 determined according to Krejcie and Morgan’s (1970) table. A questionnaire and interview guide was the main tools used in collecting data. The study findings revealed that there were 3 major types of leadership styles including transformational leadership, holistic style and autocratic style. It shows that transformational leadership predicts holistic education by 14.4% as reflected by the R Square value. Transactional leadership accounts for 26.6% of the variations in holistic education and finally, autocratic leadership accounted for 9.8% (0.098*100) variations in holistic education and the remaining percent of 90.2% is predicted by other factors other than autocratic leadership. The study finds that while transformational leadership contributes to a supportive environment, its direct impact on holistic education is limited. In contrast, transactional and autocratic leadership significantly influence holistic education by energizing staff and ensuring goal achievement, respectively. Recommendations include adopting inclusive leadership, emphasizing transformational practices, strengthening ethical leadership, improving communication, and integrating holistic education into the curriculum.