| dc.creator |
Kweba, Alphastanus |
|
| dc.date |
2019-08-28T07:51:02Z |
|
| dc.date |
2019-08-28T07:51:02Z |
|
| dc.date |
2013 |
|
| dc.date.accessioned |
2022-10-20T14:15:33Z |
|
| dc.date.available |
2022-10-20T14:15:33Z |
|
| dc.identifier |
Kweba, A. (2013). Leadership styles of secondary school heads: teachers’ perceptions: a case of Kondoa district. Dodoma: The University of Dodoma. |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/1173 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/1173 |
|
| dc.description |
Dissertation (MA Education) |
|
| dc.description |
The purpose of this study was to examine the leadership styles practiced by
secondary school heads working in Kondoa District. Specifically, the study aimed at
understanding how Kondoa District secondary school teachers perceived the way
their heads apply Situational Leadership (SL) styles. Four research questions guided
the study: (1) How do school heads understand leadership styles? (2) What are the
SL styles employed by the school heads as perceived by the teachers? (3) What are
teachers‟ perceptions about their heads‟ ability in practicing the perceived SL styles?
(4) What factors cause the school heads to employ different leadership styles?
The study employed a qualitative multiple case study design, whereby a total of 76
participants from ten secondary schools were selected as a sample. A Simple random
sampling was used to select 72 secondary school teachers, whereas four school heads
were obtained through purposive criterion sampling. Interview and survey methods
were used to collect the data. Qualitative-content analysis and descriptive analysis
were employed to analyze the research questions. The findings revealed that school
heads were familiar with leadership styles. Participative style was observed to be
practiced much more than other three SL styles. Two factors, namely teachers’
accountability and cooperation, were viewed to be the grounds for such styles to be
adopted. Also, from the findings it was observed that some of school heads were task
oriented while others were people oriented and the flexible heads performed better
than inflexible heads. Lastly, several recommendations are provided by this study to
policy makers, practitioners, and researchers. |
|
| dc.language |
en |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Leadership styles |
|
| dc.subject |
Secondary school heads |
|
| dc.subject |
Headmasters |
|
| dc.subject |
Headmistresses |
|
| dc.subject |
Kondoa district |
|
| dc.subject |
Secondary school teachers |
|
| dc.subject |
Situational leadership styles |
|
| dc.subject |
Heads teachers |
|
| dc.subject |
Leadership |
|
| dc.title |
Leadership styles of secondary school heads: teachers’ perceptions: a case of Kondoa district |
|
| dc.type |
Dissertation |
|