| dc.description.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. | en_US |
