| dc.creator |
Camara, Maria |
|
| dc.date |
2020-03-05T08:05:35Z |
|
| dc.date |
2020-03-05T08:05:35Z |
|
| dc.date |
2014 |
|
| dc.date.accessioned |
2022-10-20T12:07:54Z |
|
| dc.date.available |
2022-10-20T12:07:54Z |
|
| dc.identifier |
Camara, M. (2014). The contribution of leadership styles on school achievement in secondary schools: A case study of Mpwapwa district, Tanzania (Master's dissertation). The University of Dodoma, Dodoma. |
|
| dc.identifier |
http://hdl.handle.net/20.500.12661/2005 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.12661/2005 |
|
| dc.description |
Dissertation (MA Public Administration) |
|
| dc.description |
This research examined the effects of leadership styles on school achievement on
secondary schools in Mpwapwa District. The aim was to study the connection
between the level of education and the leadership styles used, and if there is a
relationship between the years in service and the leadership style and also if the
leadership training has any impact on school achievement.
The research adopted a correlation survey research design that helped in establishing
the relationship of leadership styles and school achievement. 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 achievement. 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.
The researcher discovered on the basis of an extensive literature review and the indepth
research undertaken that head teachers adopt a range of leadership styles.
However, for the purposes of this investigation, the researcher examined the
relationship between leadership styles in general and school achievement, and later
analyzed four leadership styles in relation to school achievement. The study
established that effective school achievement requires visionary leadership, amongst
others, and that there is a strong relationship between visionary leadership and
transformational leadership, which is recommended for education leaders. The study
therefore recommends that the government, Non Governmental Organizations and
local community should find ways of ensuring that the secondary school teachers are
taken for leadership training which if used effectively will create a better working
environment among staff thus school achievement. |
|
| dc.publisher |
The University of Dodoma |
|
| dc.subject |
Leadership styles |
|
| dc.subject |
School achievement |
|
| dc.subject |
Secondary schools |
|
| dc.subject |
Leadership training |
|
| dc.subject |
Leadership |
|
| dc.subject |
Education level |
|
| dc.subject |
School leadership |
|
| dc.subject |
School leaders |
|
| dc.title |
The contribution of leadership styles on school achievement in secondary schools: A case study of Mpwapwa district, Tanzania |
|
| dc.type |
Dissertation |
|