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Purpose: This study has examined the contribution of leadership style on the learning
outcomes in Public Secondary Schools in Ilemela District, Mwanza Region. The case
of public secondary schools in Ilemela District.
Literature behind: The study visited both theoretical and empirical literature about
leadership styles and learning outcomes, being led by three theories; the trait theory,
group dynamic theory and the Transactional and Transformational Theories. Each of
the theories has shown that learning outcomes and organizational performance in
general depended on the existing leadership style.
Methodology: The study employed a sample size of 85 respondents, composed of
classroom teacher, head teachers and Form four students. The study used questionnaires
and direct interview as the tools of data collection. Data were analyzed using graphs
and percentages.
Findings: The findings were that two styles of leadership were widely practiced;
commanding (49.2%) and democratic (45.9%). When it came to performance; it was
found that schools which were led by commanding had better standing positions region
wise in the examinations than the democratically led ones.
Conclusion and implication: The conclusion is that leadership style has direct
relationship with learning outcomes. However, the author would like to caution that
there is no single style of leadership that was good in every aspect, but each style could
be applicable and effective in different situations. |
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