Influence of head teachers’ leadership styles on pupils’ academic performance in selected public and grant aided secondary schools in eastern province of Zambia..
type: CreativeWork
description: This study explored the influence of head teacher’s leadership styles on pupil academic performance in grant aided and public schools in Zambia. A Case study design which used mixed method embedded correlational model was employed. Data was collected using semi-structured questionnaires and interviews. The sample consisted of 95 respondents, 84 Teachers, 6 Head teachers and 5 Education Standard Officers at the district level. The head teachers and teachers were drawn from three grant aided and three public schools in the Eastern province of Zambia. Purposive sampling procedure was used to select the schools and the Head teachers while simple random sampling was used to select the teachers. Qualitative data was analysed through thematic analysis. While quantitative data was processed and analysed using Statistical Package for Social Science(SPSS 16.0) and Microsoft Excel 2013 to generate frequencies, graphs and percentages. Overall, the study established that the head teachers from grant aided schools exhibited democratic to autocratic leadership styles while their counterparts from public schools were more of autocratic to laissez-faire type of leadership. The study further established that teachers from grant-aided schools alluded their schools good academic performance to their Head teachers leadership styles which are exhibited through rewarding performing teachers and pupils, supervising teachers activities in schools, interacting freely with teachers and prioritising the buying of teaching and learning material for the school. On the other hand, the study also established that teachers from public schools alluded their schools average performance to their head teacher’s leadership styles exhibited through inadequate supervision and not rewarding performing teachers as well as not prioritising the buying of teaching and learning materials for the school. Furthermore, the study established that from 2014 -2016 grant-aided schools have been performing better (abov…
abstract: This study explored the influence of head teacher’s leadership styles on pupil academic performance in grant aided and public schools in Zambia. A Case study design which used mixed method embedded correlational model was employed. Data was collected using semi-structured questionnaires and interviews. The sample consisted of 95 respondents, 84 Teachers, 6 Head teachers and 5 Education Standard Officers at the district level. The head teachers and teachers were drawn from three grant aided and three public schools in the Eastern province of Zambia. Purposive sampling procedure was used to select the schools and the Head teachers while simple random sampling was used to select the teachers. Qualitative data was analysed through thematic analysis. While quantitative data was processed and analysed using Statistical Package for Social Science(SPSS 16.0) and Microsoft Excel 2013 to generate frequencies, graphs and percentages. Overall, the study established that the head teachers from grant aided schools exhibited democratic to autocratic leadership styles while their counterparts from public schools were more of autocratic to laissez-faire type of leadership. The study further established that teachers from grant-aided schools alluded their schools good academic performance to their Head teachers leadership styles which are exhibited through rewarding performing teachers and pupils, supervising teachers activities in schools, interacting freely with teachers and prioritising the buying of teaching and learning material for the school. On the other hand, the study also established that teachers from public schools alluded their schools average performance to their head teacher’s leadership styles exhibited through inadequate supervision and not rewarding performing teachers as well as not prioritising the buying of teaching and learning materials for the school. Furthermore, the study established that from 2014 -2016 grant-aided schools have been performing better (abov…
author: Phiri, Eunice
language: en
keywords: Leadership styles., Leadership styles of head teachers.
date published: 2022-09-29
date modified: 2026-07-27T22:06:13Z
provider: University of Zambia
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: The University of Zambia