The relationship between leadership styles demonstrated by school heads and students’ academic achievement in community-based secondary schools: a case of Musoma district

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dc.creatorMwanisi, Adelina
dc.date2019-08-27T08:59:42Z
dc.date2019-08-27T08:59:42Z
dc.date2013
dc.date.accessioned2022-10-20T14:15:33Z
dc.date.available2022-10-20T14:15:33Z
dc.descriptionDissertation (MA Education)
dc.descriptionThis study examined the relationship between leadership styles demonstrated by school heads and students‟ academic achievement in community-based secondary schools in Tanzania. The objectives of this study were: (1) To explore dominant leadership style demonstrated by school heads in community-based secondary schools in Tanzania.(2) To examine students‟ difference in academic achievement in relation to leadership styles demonstrated by school heads in community-based secondary schools. The study involved 1809 participants who were randomly and purposively selected. The study used structured questionnaires for data collection where by Pearson Moment Correlation Coefficient (r) was used for data analysis. The study revealed that democratic was the dominant leadership style demonstrated by school heads in community-based secondary schools. However, the findings showed that there were positive but insignificant and very weak correlations (r = .11, p< .56 and r = .05, p< .81) between Autocratic leadership style and school‟s performance in grades A and C respectively. Likewise, there were negative but insignificant and very weak correlations(r = -.05, p<.78 and r = -.08, p<.66) between autocratic leadership style and school‟s performance in grades B and D respectively. Furthermore, there were negative insignificant but very weak correlations (r = -.06, p< .78 and r = -.11, p< .66) between laissez-fair leadership style and school‟s performance in grades A and D respectively. On the other hand, there were very weak insignificant positive correlations(r= .00,p<99 and r =.02,p<90)between laissez-fair leadership style and school‟s performance in grades B and C respectively. Similarly while there were positive but insignificant and very weak correlations (r =.17, p<.38 and r =.08, p>.05) between democratic leadership style and school‟s performance in grades A and B respectively; there were negative but insignificant and very weak correlations (r = -.06, p< .83 and r = -.11, p>.05) between democratic leadership style and school‟s performance in grades C and D respectively. Based on the findings, it was recommended that teachers should encourage students remember modeled behaviors by encouraging them to use various learning strategies and methods. For further research, to be studied using different sample, methodology and different area of study.
dc.identifierMwanisi, A. (2013). The relationship between leadership styles demonstrated by school heads and students’ academic achievement in community-based secondary schools: a case of Musoma district. Dodoma: The University of Dodoma.
dc.identifierhttp://hdl.handle.net/20.500.12661/1125
dc.identifier.urihttp://hdl.handle.net/20.500.12661/1125
dc.languageen
dc.publisherThe University of Dodoma
dc.subjectLeadership styles
dc.subjectSchool heads
dc.subjectHeadmistresses
dc.subjectHeadmasters
dc.subjectStudents academic achievement
dc.subjectstudents academic performance
dc.subjectCommunity based secondary schools
dc.subjectPublic secondary schools
dc.subjectGovernment secondary schools
dc.subjectTanzania
dc.subjectMusoma district
dc.subjectAcademic achievement
dc.subjectAcademic performance
dc.titleThe relationship between leadership styles demonstrated by school heads and students’ academic achievement in community-based secondary schools: a case of Musoma district
dc.typeDissertation

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