LEADERSHIP STYLES AND WORK EFFICIENCY OF
HEADTEACHERS IN SELECTED PRIMARY SCHOOLS
IN WARENG DISTRICT, KENYA.
A THESIS
PRESENTED TO THE
SCHOOL OF POST GRADUATE STUDIES AND
RESEARCH, KAMPALA INTERNATIONAL
UNIVERSITY, KAMPALA,
UGANDA
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE O~
MASTER OF EDUCATION IN EDUCATIONAL MANAGEMENT
AND ADMINISTRATION
BY
KIPKETER HENRY
MED/42382/92/DF
NOVEMBER, 2011
DECLARATION A
“This thesis is my original work and has not been presented for a
Degree or any other academic award in any University or Institution of
Learning”.
4Lf3~~~c~ ~Name and Signature of Candid~e
Date
DECLARATION B
“I /we confirm that the work reported in this thesis report was carried out
by the candidate under my / our supervision.
Name and sig. of supervisor I
0 ‘~O ‘
Name and sig. of supervisor
DateDate
APPROVAL SHEET
This thesis entitled “LEADERHIP STYLES AND WORK EFFICIENCY
OF HEADTEACHERS IN SELECTED PRIMARY SCHOOLS IN WARENG
DISTRICT, KENYA” prepared and submitted by Kipketer Henry in partial
fulfillment of the requirements for the degree of Master of Education
Management and Administration has been examined and approved by the
panel on oral examination with the grade of______
Name and sig. of chairperson
Name and sig. of supervisor
Date of comprehensive examination:
~14~Name and sig. of panelist
Name and sig. of director SPGS
Name and sig. of D.V.C,SPGSR.
DEDICATION
The researcher would like to dedicate this work to his wife Diana
and children Vivian, Brenda, Sandra, Vallerie, Allan and Wayne, his sister
Esther and his brothers John, David and Joseph for the inspiration and
support accorded through the course and this research.
V
ACKNOWLEDGEMENT
This research has been a success through the co-operaUon of many
people, without which it would not have succeeded.
The researcher therefore wishes to extend his gratitude to his
supervisor, Dr. Kyolaba Sarah, of School of Post Graduate Studies and
Research, lecturers in the Graduate School, panelists in the viva voce-Dr
Novembrieta R. Sumil and Dr Tindyebwa Wilberforce, his sister Esther for
the production of this work and the teachers of the schools visited during
the collection of data. Among the schools are Asururiet, Kapserton,
Koisagat, Tumoge, Tulwet, Chuiyat, Sigilai, Teldet, Bindura, Moi
University, Ruman, Chepkoiyo, Murgor, Lelmokwo, Lelmolok, Ochemina
and Ngeria primary schools.
Special gratitude also goes to Wareng district education office for
the support given.
vi
ABSTRACT
This study aimed at finding out the relationship between leadership styles
of headteachers and work efficiency. It further investigated the preferred
leadership style used by headteachers in their institutions and the reasons
behind their choice.
The study mainly focused on three leadership styles; democratic
leadership style, autocratic leadership style and laissez-faire leadership
style.
The study was based on contingency theory of leadership styles. In the
study seventeen schools were earmarked and out of three hundred and
sixty seven teachers, one hundred and ninety one were identified as
respondents. This was done through purposive sampling and simple
random sampling. Data was collected using questionnaires and analysis
done through tables. Both qualitative and quantitative methods were
employed in data analysis and presentation.
The study found out that democratic leadership style was used mainly by
headteachers in most institutions but autocratic leadership style and
laissez-faire leadership style were used sparingly and for specific
situations. The study also found out that most respondents preferred
democratic leadership style as it enhances efficiency, hence improved
productivity. It also found out that there was a significant relationship
between a headteacherts leadership style and work efficiency.
The study recommended that the headteachers should use a combination
of democratic leadership style, laissez-faire leadership style and autocratic
leadership style for enhanced work efficiency.
vii
TABLE OF CONTENTSPage
Title PageDeclaration A iiDeclaration B iiiApproval Sheet iiiDedication ivAcknowledgement vAbstract Vi
Table of Contents viiList of Tables x
CHAPTER
ONE BACKGROUNDOFTHESTUDY 1
Statement of the Problem 2
The Purpose of the Study 4
Research Objectives 4
Research Questions 5
Null Hypothesis 5
Scope 5
Significance of the Study 6
Operational Definitions of Key Terms 7
TWO REVIEW OF RELATED LITERATURE 9
Concepts, Ideas and opinions from Authors/Experts 9
Theoretical Perspectives 11
Related Studies 12
Autocratic Leadership Style 14
Democratic Leadership Style 15
viii
Laissez-faire leadership Style 16
THREE METHODOLOGY 17
Research Design 17
Research Population 17
Sample Size 19
Sampling Procedures 19
Research Instrument 20
Validity and Reliability of the Instrument 21
Data Gathering Procedures 21
Data Analysis 22
Limitations of the Study 22
FOUR PRESENTATION, ANALYSIS AND INTERPRETATION
OF DATA 23
Profile of teachers and headteachers in Wareng district 23
Types of leadership styles used by headteachers in primary
schools in Wareng district 26
Level of work efficiency 28
Relationship between leadership styles and level
of work efficiency 30
FIVE FINDINGS, CONCLUSIONS AND
RECOMMENDATIONS 32
Findings 33
Conclusions 3
Recommendations 34
ix
REFERENCES 35
APPENDICES 37
Appendix I: Transmittal letter 37
Appendix hA: Questionnaire for Determining
Leadership Styles 38
Appendix IIB: Questionnaire for Determining Work
Efficiency 44
Appendix ITh: Sample Size 47
Appendix hV: Time Frame 48
Appendix V: Researcher’s Curriculum Vitae 49
x
LIST OF TABLES
Table 1: KCPE results for the past five years in wareng district 4
Table 2: Target Population and Sample Size 19
Table 3: Profile of Teachers and Headteachers 28
Table 4: Types of Leadership Styles used by Headteachers in Primary
Schools in Wareng District 28
Table 5: Level of Work efficiency 29
Table 6: Relationship Between Leadership Styles and Level of WorkEfficiency 31
xi
CHAPTER ONE
THE PROBLEM AND ITS SCOPE
In many countries in the world, headteachers are widely perceived
to be critically important in achieving school effectiveness, Brundett and
Smith (2003) in a study based on a sample of 57 schools in England and
Wales concluded that effective schools display common features such as
strong purposive leadership by headteachers, dedicated and committed
staff. The studies show that the impact of the headteachers’ leadership
on students’ outcome is indirectly through a range of complex issues such
as teachers’ effectiveness and availability of resources. The headteacher is
therefore the driving force behind activities taking place in the school and
the success of their leadership depends upon the support of the teachers.
The way headteachers handle teachers influences their attitude toward
work and the support they give the headteachers.
Management of primary schools in Kenya has been placed in the
hands of school management committees (S~M.C.s) while the day-to-day
running of the schools is the responsibility of the headteachers who give
reports on the progress of institutional practice and use of finances during
S.M.C meetings. The S.M.Cs have the responsibility of maintaining high
academic standards in schools on behalf of the public. It is in this view
that the S.M~Cs must work in close collaboration with the headteachers.
The headteachers’ leadership focuses on teaching and learning by
influencing allocation of resources to support teaching and learning,
monitoring performance, empowering staff and improving academic
standards. As an instructional leader, the headteacher influences the way
1
teachers perform their duties. In order to achieve the education goals
and objectives they must therefore choose from a range of styles and the
effectiveness of a particular style is dependent on both the task and
context of the situation.
The education system in Kenya is examination oriented. Public
perception of performance is seen in terms of quality of the headteachers’
leadership and teachers who influence the process. The headteachers are
commended when students attain good results, but are condemned when
they fail in the examinations.
The ineffective leadership may be as a result of lack of training as
the headteachers are chosen from among serving class teachers but
without further training for the tasks ahead. A majority of current
headteachers went through schools that had autocratic systems and end
up replicating the same systems when they become headteachers.
Headteachers should develop a more or less democratic working
environment with an open communication system in their schools,
because this enhances teaching and learning process since teachers and
students are incorporated as active participants and hence increased’
productivity.
Statement of the Prob’em
The Teachers’ Service Commission (TSC) appoints teachers to
leadership positions based on a record of commendable work over anumber of years of continuing teaching. Researchers have found out that’
there is a link between headteachers’ leadership style and students’
academic achievement but it is not clear what constitutes the link. School
2
leadership as in management could be reflected in three main leadership
styles. These include autocratic, laissez-faire and democratic leadership
styles. These three styles of leadership have been employed in different
schools and each has success in yielding good results. Whatever
determines the choice of style to be used has largely been determined by
the prevailing conditions in different schools. One method may work well
in one school and not the other and another may not work in the same
set up. The choice of style to use has been at the discretion of the
headteachers. Every school has its unique requirement since there are
many teachers and who have varied needs.
Wareng District has had poor results in Kenya Certificate of Primary
Examination (KCPE) over the years. This trend has persisted over the
years despite the fact that schools in the district were well endowed with
adequate and well trained teachers on one hand and headteachers that
were trained and qualified on the other.
Over the years the Kenya Ministry of Education has often gauged
the performance of primary schools using KCPE results. Schools that have
always performed well reflected unique leadership style amongst the
school headteachers. There is therefore a close correlation between a
school headteacher’s leadership style and the general performance. This
study therefore seeks to compare the significance of the headteacher’s
leadership styles, that is, the autocratic, laissez-faire and democratic on
the work performance of schools as reflected in national examinations in
Wareng district.
3
Tab~e 1
KCPE resufts for the past five years ~n Wareng D~strkt
SUBJECT
Year Engllsh SwahH~ Maths Science Soda~ Tota~
Studies/CRE
2006 53.08 60.92 58.68 64.33 54.05 291.06
2007 49.01 56.76 — 54.00 52.61 54.19 266.57
2008 48.56 57.06 56.01 53.44 51.50 266.57
2009 48.88 50.73 51.73 50.89 — 52.86 257.60
2010 49.27 58.55 53.04 53.55 51.29 262.30
The purpose of the study
The following were the reasons for the study: to test the
hypothesis of no significant relationship between the types of leadership
styles and level of work efficiency; to generate new information based on
the findings of the study and to validate the theory to which the study
was based.
Research objectives
Gener&
This research sought to determine the effect of leadership styles of
headteachers on work efficiency.
4
Spedfäc
Sought further in this study were the:
1- Profile of the headteachers as to age, gender, education level,
teaching experience and professional qualification.
2- Types of leadership styles.
3- Level of work efficiency.
4- Relationship between the types of leadership styles and work
efficiency.
Research Quest~ons
1- What was the profile of the headteachers as to age, gender,
education level, teaching experience and professional qualification?
2- What were the types of leadership styles used by headteachers?
3- What was the level of work efficiency of headteachers?
4- What was the relationship between the type of the leadership style
used and work efficiency?
NuN Hypothes~s
There was no significant relationship between the types of
leadership styles and work efficiency.
Scope
Geographkall
This research covered some selected schools in Wareng District.
This district is made up of two divisions — Kapseret and Kesses. The study
I mainly centred around Kesses division.
5
Content
The study addressed the choice of a leadership style that will
enhance work efficiency. It also investigated if the same styles are used in
different schools and the reasons for choosing the style applied. The
independent variable of the study is leadership styles while the dependent
variable is work efficiency.
Theoretka
This study was based on contingency theory of leadership styles.
Situation variables that determine the type of leadership style to be used
were considered.
T~me
This research was conducted between December 2010 and August
2011.
S~gniflcance of the Study
The study highlighted the significance of leadership styles in school
management and their contribution to the level of work efficiency. In the
ever changing circumstances, leadership has been regarded as a
significant element in management.
The findings of this ~study will provide the background information
in understanding the styles of leadership used in management of schools
in Wareng District. This will be effective to Wareng District education
office in evaluating work efficiency of various headteachers. The divisional
education office will also find the results of the study useful since it will
6
enable them understand the problem solving abilities of various
headteachers posted to manage their schools, The community also
benefits since theseS styies will determine how fast the school can be
integrated with the community in order to create a conducive learning~
environment for good performance in examinations. The Ministry of
Education will find the findings of this study handy in training of
headteachers and in advising other teachers on leadership in school
operations in order to enhance work efficiency. The District Education
Board will also draw some benefits and may use them in policy
formulation,
The most benefits will trickle down to the pupils in all classes, If
headteachers are acquainted with good leadership styles there will be
harmony which will ensure there is internal efficiency and external
efficiency of schools they will enable the pupils and the society to benefit
mutually.
The teachers in particular will also benefit from this research if the
same findings will be applied in their day-to-day operations and in their
families. All this is aimed at producing a balanced and harmonious society,
Operat~on& Definft~ons of Key Terms
Leadership Style
Leadership styles are the attributes manifested by headteachers or any
other leader in their course of duty.
7
Work Effidency
Work efficiency in this study was measured by how much headteachers
involve their teachers in their daily routine in their schools.
8
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concepts, Ideas and Op~n~ons from Authors and Experts
Leadersh~p Sty~es
In their day to day operations in schools, headteachers display a variety of
leadership styles. Some of these styles are autocratic, democratic, laissez-
faire, charismatic, bureaucratic, nomothetic, ideographic, and
transactional leadership styles.
According to Muczyk and Reimman, autocratic type of leadership
commands and suggests compliance and leads by the ability to withhold
rewards and punishments. The leader uses position of power and makes
decisions on what is to be done by the group. The leader retains power,
makes unilateral decisions and directs the activities of subordinates with
close supervision.
Lippit (2003) defines democratic leadership style as one that
encourages group members to determine their own policies and gives
them perspective by explaining in advance the steps towards goal
attainment. There is consultation with subordinates on the proposed
actions and decisions, and encourages participation from them. Action is
not taken without the subordinates’ concurrence to the one who makes
decision but consults with the subordinates before doing so.
Davies and Newstrom (1985) define laissez-faire style of leadership
as one that avoids power and responsibility. The role of a leader is that of
a facilitator, one of adding the operations of the subordinates by
furnishing them with information and acting primarily as a contact with
9
the group and the external environment. A leader tends to give
assignments to work groups and offers support as needed but otherwise
leaves the group alone.
Conger and Kanungo (1998) opine that a charismatic leader
gathers followers through dint of personality and charm, rather than any
form of external power of authority. A charismatic leader uses a wide
range of methods to manage his image and, if not naturally charismatic,
may practise assiduously at developing his skills, He may engender trust
through visible self sacrifice and taking personal risks in the name of his
beliefs. This will show great confidence in his followers. Such a leader is
very persuasive and makes very effective use of body language as well as
verbal language.
Henri Fayol defines bureaucratic type of leadership as the one’
where a manager manages “by the book”, What is not covered by the
book, the manager refers to the next level above him. He/she enforces
the rules,
Okumbe J.A (1999) defines nomothetic style of leadership as that
which emphasizes the objectives of the organization and the role of the
workers’ position. It applies the scientific approach to management, The’
workers are strictly controlled through the application of rules and
regulations stipulated by the organizational structure. It is a task centred
approach to leadership.
Okumbe J.A (1999) asserts that ideographic style is worker centred and
applies the human relations approach to management, It emphasizes the
human dimension of the organization and is sensitive to the workers’
individual needs,
10
Okumbe .J.A (1999) opines that transactional style of leadership
merges nomothetic and ideographic leadership styles. Transactional
leadership style varies emphasis on each of the two styles and when the
situation demands.
Theoretka Perspect~ve
This study is based on the contingency theory of leadership. The
situation variables that influence leadership roles, skills and behaviour are
given more attention.
Tannenbaum and Schmidt (1973) were among the researchers who
described various factors which influenced a leader’s choice of the style of
leadership. They recognize that leaders have to distinguish between type
of problems they should handle by themselves and those they should
resolve jointly with their subordinates. They assert that there are three
main forces in a leader in deciding a leadership style; personal forces —
the leader’s own background, experience, confidence and leadership
inclinations. The characteristics of the subordinates — the leaders need to
consider subordinates’ welfare, willingness or unwillingness to accept
responsibility and take decisions; the situation — the leaders need to
recognize the situation in which they find themselves in terms of
corporate culture, work colleagues’ way of working and the nature of the
tasks to be performed. This theory of leadership effectiveness focuses on
the leader’s immediate work environment.
According to McGregor’s theory X and theory Y are assumptions
about the behaviour of people at work. Theory X assumes that employees
are lazy, dislike work and will avoid it, thus since they dislike it, they must
11
be coerced in order to do it. The theory further assumes that employees
will avoid responsibilities and seek to be led and that most employees are
self-centred in that they place their security above all other factors. In
such a case a headteacher is obliged to coerce and control the
subordinates in order for the organization to achieve its goals and
objectives. Threats may also be used in such a situation.
Theory Y on the other hand assumes that employees are not
inherently lazy, view work as being as natural as play or rest, will exercise
self drive, self direction and self control if they are committed to the
objectives of the organization. They accept or even see responsibility and
that they will exhibit the ability to make innovative decisions. According tb.
this theory, the leader’s role is to provide an enabling environment for the~
unleashing of potentials which employees are endowed with.
Such leaders in schools use positive reinforcement as an effective
application of leadership skills so as to gain willingness and cooperation
from the teachers, students and other workers in the school. A
headteader’s role in this case is that of supplementing and strengthening
self-discipline among the. individuals and the entire work group of
teachers, students and other workers.
R&ated Studies
Tannenbaum and Schmidt (1973) developed a model of different
degrees of power and influence exercised by a manager in a leadership
position. To them as leadership style slides from left to right, the
authoritarian role of the manager declines and the amount of power and
influence exercised by employees in decision-making process increases.
12
At the left hand side of the model is a leader who operates out of a
highly authoritarian position, makes decision alone and announces them
to subordinates. At the extreme right of the model is a leader who
engages in participative leadership, with the group leader whose
consultative decision-making style encourages both the leader and
subordinates to play active roles in making decision and assuming joint
responsibility for these decisions. On the extreme ends are autocratic and
laissez-faire. Between these two positions fall a number of leadership
styles from which to select depending on the prevailing circumstances that
the leader finds himself or herself in.
Fulley House and Kerr (1976) gave evidence to demonstrate that
democratic style of leadership had positive effect on productivity. This
argument suggests a clear link between participative style of leadership
and satisfaction, but the relationship of these styles to productivity is less
evident. This study used the contingency approach to recognize that
leadership styles vary between autocratic and democratic depending on
the situation, the laissez-faire was less regarded in this context.
Carrysforth (1996) asserts that different situations would choose a
different leader. She further stresses that a leader is someone who, in a
given situation, will help us achieve our objective. In this school setting an
administration should also encourage the teachers develop their
leadership skills and potential through effective delegation. Weinrich and
Koontz (1993) articulated some earlier studies of leadership styles and
classified them based on the leaders who were seen as applying three
basic styles.
13
Autocratk Leadersh~p Sty~e
Autocratic leadership style commands and suggests compliance and
leads by the ability to withhold or give rewards and punishments.
According to Muczyk and Reimman (1987) an autocratic leader uses
position of power and makes decisions on what is to be done by the
group. The leader retains power, makes unilateral decision and directs the
activities of subordinates with close supervision. They argue that this style
is appropriate when circumstances require quick decision and
subordinates are new, inexperienced and unqualified.
Maclver (1947) and Bass (1960) note that autocratic leaders may
depend on their power to coerce and their ability to persuade. They
further assert that an able leader successfully persuades others to follow
him or her because they expect that following the leader’s suggestion will
result in solving the problem the organization faces. To them, a powerful
person successfully coerces others to follow him or her because the power
of the leader’s position or the power of the leader as a person makes
others expect that the leader will reward them for rejection or for
acceptance. Though this style may not be popular with the staff and may
end up working against the achievement of the school’s overall goal, it
may be appropriate in some instances. This is where most people are
familiar with autocratic leadership and therefore have less trouble
adopting that style. Furthermore, in some instances, subordinates may
prefer this style.
14
Democratic Leadership Style
Lippit (2003) defines the democratic leader as one trained to
encourage group members to determine their own policies and gives them
perspective by explaining in advance the steps towards goal attainment.
This is a leader who consults with the subordinates on the proposed
actions and decisions and encourages participation from them. He further
asserts that the type of leadership ranges from the person who does not
take actions without the subordinates concurrence to the one who makes
decisions but consults with the subordinates before doing so.
Muczyk and Reimman (1987) view a democratic leader as one who
shares power through participative decision making, but retains the power
to direct employees in executing their roles. To them this style is
appropriate when the group has valuable opinions and ideas, but there is
need for one person to coordinate the execution of these ideas. They also
viewed this style as the leader sharing power with group members,
soliciting involvement in both decision-making and execution.
Previous studies by Comrey, Pfiffner and Beem on employees’ six
levels of an organization in the USA forestry survey shows that democratic
leadership style has an effect on performance. Supervisors of more
effective departments were described as sympathetic, democratic,
interacting socially and sharing information.
In a school set up a headteacher may use the democratic style of
leadership when his or her subordinates have better knowledge and are
highly committed in decision-making. However, if not guided well, it may
result into disharmony and hence cause conflicts with negative impact on
the overall achievement of goals in the school.
15
La~ssez-fah-e lleadersh~p stylle
Davies and Newstrom (1985) asserted that this style of leadership
avoids power and responsibility. The role of a leader is that of a facilitator,
one of adding the operations of the subordinates by furnishing them with
information and acting primarily as a contact with the group and the
external environment. Such a leader tends to give assignments to work
group and offers support as needed but otherwise leaves the group alone.
This style was viewed by Bradford and Lippit (1985) as those
leaders who avoid attempting to influence their subordinates and shirk~
their supervision roles. They let too much responsibility to those working
under them, set no clear goals towards which they may work and do not
involve themselves in making decisions.
The above studies recommended that there is no best style of
leadership to use, but any of the three can be employed depending on the
prevailing situation that elicits it. They further recommend that all the
three styles may be used in a situation that presents itself in an
institution.
Though the researcher concurs with their findings and
recommendations, this is only confined to democratic and autocratic styles
of leadership. These two may yield good results where the leader employs
them well. The researcher holds the opinion that laissez-faire style of
leadership may not work where efficiency and effectiveness are desired
but where the welfare of the employees is desired, but not those of the
institutions
16
CHAPTER THREE
METHODOLOGY
Research Design
The research design that was employed by the researcher is
descriptive correlation research design. It basically described the study
locale, sample population to be studied and also the variables to be
investigated. The study sought to correlate leadership styles and work
efficiency.
Descriptive comparative design was also applied. The research
compared the two variables used in the study.
Ex-post facto design was also employed in the study. A part of this
study was based on past researches by other researchers.
Research PopWat~on
The target population was the sixteen headteachers and one
hundred and seventy five teachers of selected primary schools in Wareng
District. This population was selected from Kesses Division in Wareng
District. This is due to its proximity to the researcher and the costs
involved.
The target population involved teachers and headteachers in public
schools only. The respondents were those who have been in that work
station for the last six months. The number of years in service was to be
another requirement. Those who would have served as teachers for the
past two terms were involved.
17
Those who were excluded were those newly posted teachers from
teacher training colleges and those who had not been in continuous
service in the last two years.
18
Table 2
Target Population and Sample Size
Primary School Target Population Sample SizeTumoge 16 8Mol University 29 15Tulwet 25 13Koisagat 18 9Lelmolok 13 7Chepkoiya 13 7Ngeria 23 12Chesunet 15 8Sigilai 13 7Kapserton 12 6Chuiyat 10 5Teldet 20 10Bindura 27 14AIC Chebaiywa 27 14Chemina 27 14Murgor 26 14Asururiet 28 15Lelmolok 25 13Total 367 191
Sample Size
The sample size was obtained through Sloven’s formula. From a
target population of one hundred and ninety one, one hundred and
seventy five teachers were selected as respondents against sixteen
headteachers.
Sampling procedures
Simple random sampling was used in selection of the respondents
in the schools identified, The schools were identified through purposive
19
sampling since the schools which were accessible were identified and
selected. The research locale covered an area which has some schools
that are inaccessible during the rainy reasons.
Out of the total number of teachers in those selected schools, the
researcher identified those teachers who have been in service for two or
more terms, then from this sample, stratify to those who had been in that.
station for more than six months; basically random sampling was used at’
this stage. One hundred and eleven respondents were male while eighty
were female.
Research Instrument
Questionnaires were used to gather data in the study. The,
researcher used a standardized instrument and a researcher designed’
instrument. One questionnaire determined the styles used by
headteachers. It was designed by Donald Clark .The questionnaire has
two parts. Part A has six questions based on the background of the
headteachers and part B which tries to determine the leadership styles
used by headteachers in primary schools. The questionnaire uses Likert
type of rating. The second questionnaire determined work efficiency of
headteachers in primary schools in Wareng District. It is researcher
designed. It has various sections. The first section explores the
respondents’ background information. The next section of the instrument
examines the leadership styles used by headteachers while the third part
addresses the effects of leadership styles on work efficiency. The final
section sought to further examine the most appropriate leadership style
20
that needs to be applied in schools. This aimed at improving the general
work efficiency in a school set up.
VaNdity and ReNabN~ty of the Instrument
Leadership style survey questionnaire’s designer has severally
received feedback from various sources and has updated this
questionnaire various times and he therefore believes it to be a fairly
accurate tool.
The second questionnaire’s reliability and validity was determined
the researcher’s supervisor and the university’s statistician.
Data Gathering Procedures
Before data gathering, the researcher sought permission from the
university’s research and evaluation centre. The researcher then applied
for research authorization from Wareng District Education Office to carry
out research in Wareng District.
After obtaining a research authorization, the researcher sought
information from the district education office on information regarding the
general administrative data on schools’ demography and performance in
the district. The researcher chose the schools basing on the information
obtained. The researcher then proceeded to the identified schools where
the questionnaires were issued.
The headteachers were issued with questionnaires while the~
teachers were issued with theirs.
21
Data Anallysis
The study used both qualitative and quantitative techniques of data
analysis. Determination of the type of leadership style used by
headteachers required computation of percentages and frequencies while
determination of work efficiency required computation of mean while’
some required only description. Pearson’s Linear correlation coefficient
was also used. The data was also presented through tables.
Limitations of the Study
The researcher identified attrition as one of the threats to validity
of this research. The researcher addressed this by issuing more
questionnaires than the sample size. The researcher issued slightly over
two hundred questionnaires.
22
CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
ProfHe of Teachers and Headteachers
The general background data of the respondents in this research
has to some extent implication on the objectives and findings of this
study. The main profile items considered were gender of the teachers and
headteachers, age of headteachers, highest level of education of
headteachers, professional qualification of headteachers, length of service
of teachers and headteachers and the length of teaching at the current
station of headteachers and teachers.
In such studies that deal with demography, gender issues are
crucial and are of interest. They reveal a lot of information. The highest
level of education is significant in the teaching profession as this has an
influence on further education and training in areas or fields that would
motivate and enable teachers perform better in their duties.
Professional qualification is also one of the factors that was
considered in this research. This also determines the need for training and
inductions at the school level or outside the school. This may also affect
one’s output in school.
Length of teaching service is one of the profile issues that was also
considered. This determines the levels of supervision and monitoring that
a teacher requires from the headteacher, hence affects the type of
leadership that is employed by the headteacher.
Below is a table showing the profile of teachers and headteacher in
schools in selected schools in Wareng district, Kenya.
23
TaMe 3
ProfiOe of Teachers and Head Teachers
n=191
Category Sub-category Frequency PercentageGender Male 111 58
Female 80 42Tota’ 191 100
Age 25-30 0 031-35 3 1936-40 6 3841-45 7 44Tota’ 16 100
Highest level of Education School Certificate e.g. 8 50KCE, KACE,KCSEDiploma Course 3 11Degree Course 5 31Tot& 16 100
Professional Qualification Diploma in Education 4 25Bachelor of Education 3 19Master of education 9 56Tota’ 16 100
Length of teaching service Less than 1 year 12 6lYear 13 72-Syears 47 27Above 5 years 119 62Totafi 191 100
Length of teaching at Less than 1 year 26 14current station i Year 31 16
2-Syears 57 30Above 5 years 77 40Total j 191 100
Source: Primary Data
24
From the table above, of the 191 respondents, 111 were male
while 80 were female.
The gender ratio between male and female was considered. Some
gender issues may determine one’s approach in determining leadership
styles to be employed in a situation. The disparity also is a reflection of
the staffing in the selected schools and in particular the two zones of
Tulwet and Kesses. This is also the case in the whole of Wareng district.
Of the 16 headteachers identified for this research, seven were
over forty one years, six were between 31 and 40 years while three were
between 25 and 30 years. This also has an influence on one’s perception
on the other staff and determines the style of leadership he or she may
choose. Other research findings have shown that as a leader grows older,
his perception on others changes and therefore his leadership styles
undergo various phases of change. Also with the maturity of the
subordinates, the leadership styles elicited also undergo some phases of
change. This is as a result of their changes in productivity.
Five of the sixteen headteachers are holders of bachelor’s degree,
three are holders of diploma certificates. This has an implication also on
their performance and their perception towards their teachers, In one of
the researches done in one of the departments in Makerere University,’
leadership styles employed were largely democratic. This is due to the
high levels of qualification of the staff. The staff mainly comprised
Doctors and professors. This is also in agreement with the findings of this
research. Headteachers in the schools tended to apply democracy since
they believe that their teachers are qualified to discharge their duties.
25
One hundred and nineteen teachers out of the total one hundred
and ninety one have served for more than five years. Forty seven have
served for between two and five years while twelve for less than one year.’
This shows that a majority of the teachers are experienced and
therefore require little or no supervision in discharging their duties. The
method or style of leadership they elicit is mainly democratic, Other
studies on career establishment however show that this age has neared
the decline stage and therefore needs supervision. Therefore the choice
of leadership here should be varied as they age.
Of the one hundred and ninety one respondents, seventy seven
have taught at their current stations for over five years, fifty seven
between two and five years, and twenty six have taught at their current
stations for less than one year while thirty one have taught for one year.
This implies that most of the teachers in their stations have had enough
interaction with each other and with the headteachers and are also
acquainted with the procedures in their schools. This has helped the
headteachers in establishing their leadership styles.
Types of Leadership Styles Used by Headteachers in Primary
Schools in Wareng District
One of the objectives of this study was to determine the types of
styles of leadership used by headteachers in selected schools in Wareng
district. This contributes to work efficiency according to the findings of this
study. Some aspects of leadership styles were dealt with and these are
those aspects practised in schools. These aspects were measured basing
on the three leadership styles under investigation. The contingency
26
approach to leadership styles recognizes that leadership styles mainly take
three approaches; autocratic, democratic and laissez—faire leadership
styles. This depends on the forces within an individual leader, within the
subordinates and also in a situation.
27
Table 4
Types of Leadersh~p Styles Used by Head Teachers in Pr~marySchools ~n Wareng Distrkt
Category Frequency Percentage
Autocratic 1 6.25
Democratic 14 87.5
Laissez-faire 1 6.25
Total 16 100
Source: Primary Data
From the table above the headteachers in selected schools in
Wareng District employ democratic style of leadership and autocratic style
of leadership. This is when the situation demands. Similar studies were
done in the department of forestry in United States of America and those
leaders who used democratic styles of leadership greatly improved job
satisfaction and efficiency of the employees.
Level of Work Efficiency
One of the objectives of this research was to establish the
relationship between types of leadership styles and work efficiency. From
the findings a combination of three types styles of leadership result into
high levels of work efficiency. These styles are democratic leadership
style, autocratic leadership style and laissez-faire leadership style. These
styles are however used as demanded by a situation.
28
Table 5Level of work efficiency
Indicator Mean Interpretation Rank
When deciding on internal appointment of teachers 2 03 High level of efficiency 1
in various responsibilities.
When delegating duties & responsibilities to teacher 1.97 High level of efficiency 2
In resolving conflict emanating from staff in school. 1.96 High level of efficiency 3
In supervising academic programmes in the school. 1.91 High level of efficiency 4
In dealing with teacher absenteeism in the school. 1.87 High level of efficiency 5
In ensuring quality and standards of teaching by 1 High level of efficiency 6
the teachers.
Sub-Total 1.92 High level of efficiency
Source: Primary Data
Interpretation of means
Mean range Response mode Interpretation
2.34- 3.00 Laissez-faire Very High
1.67-2.33 Democratic High
1.00-1.66 Autocratic low
From the table above democratic and autocratic leadership styles
were employed in the daily interactions in the schools. They were used in
deciding on internal appointment of teachers in various responsibilities,
delegating responsibilities to teachers, in resolving conflicts emanating.
from staff in school, in supervising academic programmes in schools, in~
dealing with teacher absenteeism and also in ensuring quality and
standards of teaching by the teachers. From the findings therefore, the
headteachers were high ~y efficient.
29
This research also found out that work efficiency is also enhanced if
teachers are allowed to determine their own ways of covering their
lessons without supervision and only reporting to the headteacher, letting
the subject panels in the schools control academic programmes, coming
up with remedial programmes that have been agreed upon by the
teachers and the students and having regular consultation with parents~
and teachers on pupils’ academic progress.
Reilationship between Types of Leadership Sty~es and Lev& of
Work Efficiency
The findings indicate that there was a significant relationship
between leadership styles and work efficiency. The relationship value was
at O.359% and a level of significance of 0.000. The relationship between
leadership styles and job satisfaction was at a relationship of O.229% and
a level of significance of 0.001.
30
Table 6
Relationship Between Leadership Styles and Level of WorkEfficiency
Variables Correlated r-value Sig. Interpretation Decision on Ho
Leadership Style Vs Significant0.359 0.000 Rejected
Work Efficiency correlation
Therefore there is a significant relationship between leadership styles and
work efficiency. This is also in agreement with studies by Tannenbaum
and Schmidt who developed a model to justify this.
31
CHAPTER FIVE
FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Introduction
The main objective of this study was to determine the relationship
between types of leadership styles of headteachers and work efficiency.
Of importance was the choice of the type of leadership style that would
enhance work efficiency. A number of issues were considered in deciding
what style of leadership to use.
In determining this relationship headteachers and teachers were
identified as respondents of this study. They were selected through simple
random sampling and purposive sampling.
This study was based on contingency theory of leadership styles whose
main concern are the situation variables to consider when determining the
type of leadership style to use. The findings of this study will have an
impact on various stakeholders in the education sector, the course of type
of leadership may change. Among the target beneficiaries were the
Ministry of Education, the District Education Office, the Divisional
Education Office, the Zonal Education Office, the headteachers, teachers
and pupils.
32
FINDINGS
The main objective of this study was to determine the relationship
between the types of leadership style of headteachers and work
efficiency.
The findings of this study were as follow:
On the profile of the respondents, majority of them were male (58%)
while the rest were female (42%). This was also a reflection of staffing in
the District and the zone. There were no female headteachers in the
schools earmarked for this research.
44% of the respondent headteachers belonged to the middle adult stage,
the rest were below this stage.
A majority of teachers have served for more than five years. The rest
have served between six months and five years.
Almost one third of the teachers have served at their current schools f~r
more than five years while the rest have served between one year an&
five years.
The dominant type of leadership style used by headteachers was
democratic leadership style though they sometimes combined with
autocratic leadership style or with laissez-faire leadership style.
The level of work efficiency of headteachers was high.
CONCLUSIONS
Based on the findings of the study, the following conclusion can be drawn:
there is a significant relationship between type of leadership style and
work efficiency; the findings of this study concur with the Contingency
Theory of leadership styles.
33
The study revealed that for good performance to be realized in
schools, a combination of democratic leadership style, autocrat~c
leadership style and laissez-faire leadership style should be used. This.
largely depends on the stuation at hand. A majority of the teachers
preferred democratic leadership styles over other styles of leadership.
The null hypothesis of this study is therefore rejected. The study showed
a significant relationship between leadership styles and work efficiency.
RECOMMENDATIONS
Since this study has found out that different situations demand
different leadership styles, headteachers should therefore identify what
style should be used in what situation.
It is also recommended that headteachers should use a
combination of democratic leadership style and autocratic leadership
style.
Teachers should also be involved in decisions on matters that
involve the day to-day running of the school.
Since a smaller number of respondents was used the researcher
recommends that further research should be carried out on a larger
number of respondents so as to have the views of the majority of the
teachers.
Further research should be done on the following areas:
o Levels of academic achievements of headteachers and leadership
styles.
o Staff turnover and work efficiency.
34
REFERENCES
Bennet, R. Management (3RD Edition).London: Practice Hall (FT), 1997.
Blake R. and Munton, J. the view managerial grid. London: Gult Publishing
Co. Longman, 1978.
Borg, R.W. and Gall D.M. Educational Research: An Introduction, New
York: Longman Inc., 1983.
Bound G. Lyle Y, Mel. A. and Gipsie R. Beyond total quality Management
towards the ‘emerging paradigms. Singapore: McGraw Hill, 1994.
Brent D. Educational Management for the 1990s. London: Longman, 1997.’
Brundett M.and Smith R. Leadership in education. London: Sage
Publication, 2003.
Carysforth c. Administration. London: Heinemann, 1996.
Eshiwani G.S Education in Kenya since Independence. Nairobi.
E.A.E.P,1993.
Everard K. Sind Morris G. Effective School Management (3rd Edition).
London: Paul Chapman Ltd, 1996.
35
Griffin G. Excellence in school management. Nairobi: Longhorn Publishers,
1996.
Kreitner, Management: New Delhi: AITBS, 2000.
Mbiti D.M Foundations of School Administration. Nairobi: Oxford University
Press, 2002.
Mugenda O.M. and Mgenda A.G. Research Methods. Qualitative and
Quantitative approaches (3~ Edition). Nairobi: ACT Press, 2003.
Nsubuga E. The teacher as a professional. Kampala: M.K. Publishers,
2000.
Oso W. and Onen D. Introduction to Writing a research proposal, Kisumu:
Options Printers and Publishers, 2005.
Sue L. and Glover D. Educational Leadership: Policy, Practice and
Research: Buckingham: Oxford University Press, 2000.
Sushila B. Management and evaluation of schools. New York: Oxford
University Press. 2004.
36
APPENDIX I
TRANSMITTAL LETTER
Ggaba Road KansangaP.O. Box 20000, Kampala. ligonclaIa] ‘~2o0 ‘1 261013 425n 41 2a
F / 20~ z1 301971~ 1~ B in ~ll U rnin’L9[ a a~ ug
- Website: www.kiu.ac,ug
OFFICE OF THE CORDINATOR OF EDUCATIONSCHOOL OF POSTGRADUATE STUDIES AND RESEARCH ($PGSR)
April 27, 20] iDuar Sir/Madam.
RE: REQUEST FOR KIEKETER IIENRY ME0142382/92/DFTO CONDUCT RESEARCH IN YOUR ORGANIZATION
The above mentioned is a bonafide student of Kampala International UniversityPursuing a Masters of Educational Management and Administration.He is currently conducting a field research of which the title is “leadership Styles andWork Efficiency of Head Teachers in Selected Primary Schools in WarengDistrict, Kenya”. As part of his research work, he has to collect relevant informationthrough questionnaires, interviews and other relevant reading materials,
Your organization has been identified as a valuable source of information pertainino tohis research project, The purpose of this letter is to request you to avail him with ~thopertinent information he may need.
Any information shared with him from your organization shall be treated with utmostconfidentiality.
Any assistance rendered to him will be highly appreciated.
Yours truly,
Ms~ Kyo~aba SarahCoordinator Education, (SPGSR)
37
APENDIXII—A
QUESTIONNAIRE FOR DETERMINING LEADERSHIP STYLES
Leadership Style Survey
PART A
Background Information
(Tick or cirde as appropriate)
(1) Gender Male (1)
Female (2)
(2) Age 25-30 (1)
31-40 (2)
Over 41 (3)
3) Highest level of Education
School Certificate e.g. KCE, KACE, KCSE. (1)
Diploma Course (2)
Dgree Course. (3)
4) Professional Qualification
Diploma in Education (1)
Bachelor of Education (2)
Master of education (3)
5) Length of teaching service
Less than 1 year (1)
1 Year (2)
38
Between 1 year and 5 years (3)
Over 5 years (4)
6) Length of teaching at your current station
1 term (1)
1 year (2)
Between 1 year and 5 years (3)
Over 5 years (4)
PART B
This part of the questionnaire contains statements about leadership
style beliefs. Next to each statement, circle or tick the number that
represents how strongly you feel about the statement by using the
following scoring system.
1) Almost always true - 5
2) Frequently TrUe - 4
3) Occasionally True - 3
4) Seldom True - 2
5) Almost Never True - 1
Be honest about your choices as there are no right or wrong answers — it
is only for your own self-assessment.
1 I always retain the final decision making 5 4 3 2 1
authority within my team.
2 I always try to include one or more staff 5 4 3 2 1
39
members in determining what to do and
how to do it. However, I maintain the final
decision making authority.
3 I and my staff always vote whenever a 5 4 3 2 1
major decision has to be made
4 I do not consider suggestions made by my 5 4 3 2 1
staff as I do not have the time for them
5 I ask for staff ideas and input on upcoming 5 4 3 2 1
plans and projects
6 For a major decision to pass in my 5 4 3 2 1
department, it must have the approval of
each individual or the majority.
7 I tell my staff what has to be done and 5 4 3 2 1
how to do it.
8 When things go wrong and I need to 5 4 3 2 1
create a strategy to keep a project or
process running on schedule, I call a
meeting to get my staff’s advice.
9 To get information out, I send it by email, 5 4 3 2 1
memos, or voice mail; very rarely is a
meeting called. My staff are then expected
to act upon the information.
10 When someone makes a mistake, I tell 5 4 3 2 1
them not to even do that again and make a
note of it.
11 I want to create an environment where the 5 4 3 2 1
40
I staff take ownership of the project, I allow
them to participate in the decision making
process.
12 I allow my staff to determine what needs 5 4 3 2 1
to be done and how to do it.
13 New timers are not allowed to make any 5 4 3 2 1
decisions unless it is approved by me first.
14 I ask staff for their vision of where they see 5 4 3 2 1
their jobs going and then use their vision
where appropriate.
15 My staff know more about their job, so I 5 4 3 2 1
allow them to carry out the decisions to do
their job.
16 When something goes wrong, I tell my 5 4 3 2 1
staff that a procedure is not working
correctly and I establish a new one.
17 I allow my staff to set profiles with my 5 4 3 2 1
guidance.
18 I delegate tasks in order to implement a 5 4 3 2 1
new procedure or process.
19 I closely monitor my staff to ensure they 5 4 3 2 1
are performing correctly.
20 When there are differences in role 5 4 3 2 1
expectation, I work with them to resolve
the differences.
41
21 Each individual is responsible for defining 5 4 3 2 1
their job.
22 I like the power that my leadership position 5 4 3 2 1
holds over subordinates.
23 I like to use my leadership power to help 5 4 3 2 1
subordinates.
24 I like to share my leadership power with 5 4 3 2 1
my subordinates.
25 Staff must be directed or threatened with 5 4 3 2 1
punishment in order to get them to achieve
the organizational objectives.
26 Staff will exercise self-direction if they are 5 4 3 2 1
committed to the objectives.
27 Staff have the right to determine their own 5 4 3 2 1
organizational objectives.
28 Staff seek mainly security. 5 4 3 2 1
29 Staff know how to use creativity and 5 4 3 2 1
ingenuity to solve organizational problems.
30 My staff can lead themselves just as well as 5 4 3 2 1
I can.
42
INTERPRETATION
Enter the scores against the items and total each of the three columns.
Item I Score Item Score Item Score1 1 2 34 5 67 8 910 11 1213 14 1516 17 1819 20 2122 23 2425 26 2728 29 30Total Total Total
Authoritarian Participative DelegativeStyle style style(Autocratic) Democratic (Free
~ reign)
The highest of the three scores in the columns above is an
indicator of the style mcstly used.
If the highest score is 40 or more, it is a strong indicator or the
style normally used.
10 or less indicates the style least used.
43
APPENDIX II- B
QUESTIONNAIRE FOR DETERMINING WORK EFFICIENCY
This questionnaire seeks to find out your views concerning the
effects of education administrators’ leadership styles on work efficiency.
All the information given in this study will be treated with utmost
confidence and strictly used for the purpose of this research.
1) Gender: Male - 1
Female - 2
2) Length of teaching service:
Less than one year - 1
One year 2
Between one year and five years - 3
Over five years - 4
3) Length of teaching at your current station
One term - 1
One year - 2
Between one year and five years - 3
More than five years - 4
4) Your current designation:
Assistant teacher - 1
Senior teacher - 2
Examination Officer - 3
Deputy headteacher - 4
Please circle the most appropriate leadership style used by the~
headteacher in your school under the selected circumstances.
44
In this questionnaire, 1 — Autocratic style
2 — Democratic Style
3 — Laissez-faire style
5) When deciding on internal appointment of teachers in various
responsibilities.
1) 2) 3)
6) When delegating duties and responsibilities to teachers.
1) 2) 3)
7) In dealing with teacher absenteeism in the school.
1) 2) 3)
8) In resolving conflicts emanating from the staff in the school.
1) 2) 3)
9) In supervising the academic programmes in the school.
1) 2) 3)
10) In ensuring quality and standards of teaching by the teachers.
1) 2) 3)
Indicate by circling the appropriate code whether the following statements
on leadership styles will enhance high, moderate or low job satisfaction in
school programmes.
In this questionnaire, 1 — High Job Satisfaction
2 — Moderate job satisfaction
3 — Low job satisfaction
45
11) Letting the subject panels in the school control the academic
programmes in the school.
1) 2) 3)
12) Letting the teachers determine their own ways of covering their
lessons without supervision and only reporting to the headteacher.
1) 2) 3)
13) Coming up with remedial programmes that have been agreed upon
by the teachers and the students.
1) 2) 3)
14) Having regular consultation with parents and teachers on pupils’
academic progress.
1) 2) 3)
15) In your own opinion which leadership style do you recommend to
be used by the headteachers that would ensure teachers prepare
for effective teaching and learning?
1) Democratic 2) Autocratic 3) Laissez-faire
46
APPENDIX III
SAMPLE SIZE
S= ~
1+P (0.05)2
Where P — study population
S — Sample size
0.05 — allowable margin of error
The target population in those schools, in Kesses division, Wareng
district is 175 teachers and 16 headteachers. Therefore the sample was
367
1+367(0.05)2
367
1-1-367(0.0025)
= 367
1.92= ~ respondents.
47
Work Experience
Fifteen years experience as a teacher
Other Relevant Data
Has actively participated in sports as a coach.
50
