The Role of Leadership Styles on Teachers’ Working Morale in Primary Schools in Kibaha Town Council

The study aimed at investigating the role of leadership styles on teachers‟ working morale in Kibaha public primary schools. The purpose was fulfilled through four specific objectives: to explore the leadership styles practiced in primary schools, to examine the teachers‟ perception on the exercised leadership styles, to investigate different ways in which the practiced leadership styles affect teachers‟ morale, to establish effective leadership style that influence teachers‟ working morale. The study followed case study design whereby quantitative and qualitative approaches were the major means of data collection and analyses. The data were collected through questionnaires, and interviews. The study involved five public primary schools and about 70 respondents. 61 primary school teachers were randomly selected to respond to questionnaires, while 5 head teachers and 4 Ward education coordinators were purposively selected to participate in interview sessions. Pre- testing of the instruments was conducted twice in two primary schools within an interval of one week but those schools were not involved in the sample of study. The study revealed that the most practised leadership style by school heads was Autocratic. Moreover, the findings revealed that practised leadership style had influence on teachers‟ working morale. Thus teachers‟ working morale can be predicted based on the leadership style asserted by the head teachers. Teachers‟ perception was positive when their head teachers practiced democratic style of leadership. This might be due to their involvement in different matters concerning school activities and endeavours. The study concluded that democratic style of leadership should be upheld and used by all head teachers of primary schools in order to influence teachers‟ working morale.

Level dc:type.qualificationlevel

masters

Grantor dc:publisher.institution

The Open University Of Tanzania

Year dc:date.issued

2015

Author dc:creator

• Singano, Ashura

• 370 Education

Language dc:language

en