Please use this identifier to cite or link to this item:
|Title:||Leadership styles and staff development of teaching staff in public and private secondary schools in Lukaya Town Council, Kalungu District, Uganda|
|Publisher:||Kampala International University.College of Education|
|Abstract:||The study sought to analyze the leadership styles of administrators and staff development of teaching staff in public and private secondary schools in Lukaya town council of Kalungu district. It was a mixed study that used both the qualitative and quantitative methods. The study was conducted to examine types of leadership styles; assess the level of staff development; investigate the relationship between leadership styles and staff development; and the difference in the level of staff development. It adopted a descriptive survey research design that helped in establishing the relationship of leadership styles and staff development. In this regard, data for this study was collected on the independent variable, which was leadership styles, and that of the dependent variable, which was staff development. The relationship between the two variables was investigated in order to determine the strength of their relationship and the coefficients of determination existing between them. Together with observations during school visits, questionnaires were given out to administrators and teachers, to determine the level of staff development and the effectiveness and relationship between leadership styles and staff development. The researcher discovered on the basis of an extensive literature review and the in-depth research undertaken that administrators adopt a range of leadership styles. However, for the purposes of this investigation, the researcher examined the relationship between leadership styles in general and staff development, and later analyzed staff development in relation to public and private secondary schools. The study established that unless administrators consider staff development as their role and encourage educators with support provision to attend in service training workshops and seminars they would not be able to improve staff development significantly. The study established that effective staff development requires visionary leadership, amongst others, and that there is a strong relationship between visionary leadership and transformational leadership, which is recommended for education leaders.|
|Description:||Thesis report presented to the School of Postgraduate Studies and Research Kampala International University Kampala, Uganda in partial fulfillment of the requirements for award of the degree in master of Education Administration and Management|
|Appears in Collections:||Masters of Educational Management and Administration - Main and Ishaka Campus|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.