TABLE OF CONTENTS
CERTIFICATION
COPYRIGHT
DECLARATION iii
DEDICATION iv
ACKNOWLEDGEMENTS v
LISTOFTABLES ix
ABBREVIATIONS AND ACRONYMS x
ABSTRACT xi
CHAPTER ONE 1
INTRODUCTION 1
1 .0 Background to the study 1
1.2 Statement of the problem 3
1 .3 Purpose of the study 3
1 .4 Objectives of the study 3
1 .5 Research questions 4
1.6 Significance of the study 4
1.7 Limitations of the study 4
1.8 scope of the study S
1 .9 Definitions of significant terms S
CI-IAPTER TWO 7
LITERATURE REViEW 7
2.0 Introduction 7
2.1 Democratic leadership style and students’ discipline 7
2.2 Autocratic leadership style and students’ discipline 7
2.3 Laissez-faire leadership style and students discipline 8
2.4 Transformational leadership style and students’ discipline 8
2.5 Theoretical framework 9
2.6 Conceptual framework 11
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CHAPTER THREE .12
RESEARCH METHODOLOGY 12
3.0 Introduction 12
3.1 Research design 12
3.2 Target population 12
3.3 Sample size and sampling procedures 13
3.4 Research instruments 13
3.5 Validity of the research instruments 14
3.6 Reliability of the research instruments 14
3.7 Data collection procedures 15
3.8 Data analysis techniques 15
3.9 Ethical considerations 16
CHAPTER FOUR 17
DATA ANALYSIS. PRESENTATION AND INTERPRETATION 17
4.0 Introduction 17
4.1 Instruments return rate 17
4.2. Background characteristics of respondents 18
4.2.1, Age of teachers and I-lead teachers 18
4.2.2Teachers’ and head teachers’ academic and professional qualifications 20
4.2.3 Head teachers’ and teachers’ duration of service 21
4.2.4 Head teachers’ and students’ response on discipline issues in school 22
4.2.5 Head teachers’ and students’ response on the common discipline problems experienced in school
23
4.2.6 Head teachers’ and students’ view on the discipline at school 23
4.3. Democratic leadership style and students’ discipline 24
4.3.1 I-lead teachers’ response on democratic leadership style 24
4.3.2 Teachers’ response on democratic leadership style of teachers 26
4.3.3 Students’ response on democratic leadership style of head teachers 27
4.3.4 Head teachers’ responses on who writes the school rules and regulations 28
4.3.5 I-lead teachers’ responses on students channels of communication of their grievances 29
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4.3.6 Head teacher’s responses on whether teacher and other motivational speakers are involved in
advising student on good discipline 30
4.4 Head teacher’s autocratic leadership style on students’ discipline 31
4.4.1 Head teachers’ response on autocratic leadership style 31
4.4.2 Teachers’ response on head teachers’ autocratic l~adership style 33
4.4.3 Students’ response on head teachers’ autocratic leadership style 34
4.5 Influence of laissez-faire leadership style on students’ discipline 35
4.5.1 Head teachers’ response on laissez-faire leadership style 35
4.6 Influence of transformational leadership style on students’ discipline 36
4.6.1 I-lead teachers response on transformational leadership style 36
4.6.2 Teachers’ response on transformational leadership style 38
4,7 Teachers’ response on cases of indiscipline in school for the past four years 39
4.8 Suggested possible measures to promote discipline in school 40
4.9 The relationship between the head teacher’s leadership style and students’ discipline 40
CHAPTER FIVE 45
SUMMARY OF FINDINGS. CONCLUSIONS AND RECOMMENDATIONS 45
5.0 Introduction 45
5.1 Summary of findings 45
5.1 .1 The influence of head teachers’ democratic leadership styles on students’ discipline in secondary
schools 45
5.1 .2The influence of head teachers~ autocratic leadership style on students’ discipline in secondary
schools 46
5.1.3 How I-lead teacher’s laissez-faire leadership style influence on student’s discipline 46
5.1 .4The influence of head teachers’ transformational leadership style on students’ discipline 47
5.2. Conclusion of the study 47
5.3 Recommendations of the study 47
5.4 Suggestions for further research 48
REFERENCE 49
APPENDIX I: QUESTIONNAIRE 53
ABSTRACT The purpose of this study was to investigate the influence of head teachers’ leadership styles on students’ discipline in Butagaya Sub-County, Kagoma County. Specifically, the study sought to establish the influence of autocratic leadership style, democratic leadership style, laissez-faire leadership style, transactional leadership style and transformational leadership style on students’ discipline. This study was anchored on the Contingency Theory of Leadership, developed by Fiedler (2004) cited in (Cole, 2002). The study used descriptive survey design to explore the influence of head teachers’ leadership styles on students’ discipline. Mugenda and Mugenda (2003) sampling procedure was used to determine the sample size. Sample size of 10% was utilized in obtaining 3 schools with 33 teachers that were used for piloting study. For students, however, five (5) were purposively picked from each of the 3 schools taking part in the piloting study. For the main study, 30% of the total population was used to select 9 head teachers and 99 teachers. For students, however, purposive sampling technique was applied to select 10 students from each sampled school. Hence, from the 9 schools, 90 students took part in the main study. Head teachers’ questionnaires. teachers’ questionnaires, students’ questionnaires and question guided interviews for head teachers were used to collect data. The study yielded data that required both qualitative and quantitative analysis. From the findings of the study, it was established that the common discipline problems experienced in school are examination cheating (37%), drug abuse (17%) and absenteeism (25%). Findings also indicate that democratic leadership style has a great influence on students’ discipline in public secondary schools. Teachers indicated that there is need for head teachers to use democratic leadership (62.5%) besides transformational (50%) where discipline should be positive and constructive. It was also established that autocratic leadership was exercised in schools by the head teachers. From the results obtained a majority of the teachers disagree (75.0%) that the autocratic leadership style is necessary in order to enable people to work as expected. Besides, other head teachers exercised laissez-faire leadership where they always permitted members to take it easy in their work (77.8%).Thc study recommends that head teachers and teachers should adopt democratic leadership style that is was liked by a majority. Dictatorship can affect students’ discipline and has always led to unrests in schools. It was recommended that a replica of this study to be conducted in other sub-counties in Uganda.
EMMANUEL, W (2022). Influence of Head Teachers’ Leadership Styles On Students’ Discipline in Secondary Schools in Butagaya Sub-County, Kagoma County, Jinja. Afribary. Retrieved from https://track.afribary.com/works/influence-of-head-teachers-leadership-styles-on-students-discipline-in-secondary-schools-in-butagaya-sub-county-kagoma-county-jinja
EMMANUEL, WAKIBI "Influence of Head Teachers’ Leadership Styles On Students’ Discipline in Secondary Schools in Butagaya Sub-County, Kagoma County, Jinja" Afribary. Afribary, 05 Aug. 2022, https://track.afribary.com/works/influence-of-head-teachers-leadership-styles-on-students-discipline-in-secondary-schools-in-butagaya-sub-county-kagoma-county-jinja. Accessed 28 Nov. 2024.
EMMANUEL, WAKIBI . "Influence of Head Teachers’ Leadership Styles On Students’ Discipline in Secondary Schools in Butagaya Sub-County, Kagoma County, Jinja". Afribary, Afribary, 05 Aug. 2022. Web. 28 Nov. 2024. < https://track.afribary.com/works/influence-of-head-teachers-leadership-styles-on-students-discipline-in-secondary-schools-in-butagaya-sub-county-kagoma-county-jinja >.
EMMANUEL, WAKIBI . "Influence of Head Teachers’ Leadership Styles On Students’ Discipline in Secondary Schools in Butagaya Sub-County, Kagoma County, Jinja" Afribary (2022). Accessed November 28, 2024. https://track.afribary.com/works/influence-of-head-teachers-leadership-styles-on-students-discipline-in-secondary-schools-in-butagaya-sub-county-kagoma-county-jinja