Leadership Behaviour and Teacher Empowerment in Government Aided Secondary Schools in Kayunga District in Uganda

Abstract

The study set out to establish the effect of Leadership Behaviors on Teacher Empowerment in selected government aided Secondary Schools in Kayunga District. This study was prompted by the common assumption that a leaders’ behavior had an effect on teacher empowerment in the areas of decision making, access to information about organizational goals and performance, rewards based on performance, access to job related knowledge and skills and granting employee discretion of change work process. The effect of leaders’ behavior that is task oriented, relationship oriented and change oriented on teacher empowerment was investigated.

The objectives were: To investigate the effect of task oriented behavior on teacher empowerment in selected secondary schools in Kayunga district; to establish the effects of relationship oriented leader behavior on teacher empowerment in selected secondary schools in Kayunga district and to investigate the effect of change oriented behavior on teacher empowerment in Kayunga district. The study was carried out using self-administered questionnaires and an interview guide. The results were analyzed and hypotheses verified using the Pearsons’ correlations.

The study established that task oriented leader behavior, relationship oriented behavior and change oriented leader behavior had significant effect in the empowerment of teachers in secondary schools. This effect was stronger with relationship oriented leader behavior but not hundred percent hence need for the three leader behaviors to supplement each other

It was concluded that task oriented, relationship oriented and change oriented leader behaviors had a significant effect on teacher empowerment in government aided secondary school in Kayunga district.

Accordingly, it is recommended that leaders in secondary schools should selectively use task oriented leader behavior, relationship oriented leader behavior and change oriented leader behavior in order to have effective teacher empowerment that results into better decision making, access to information about organizational goals and performance, rewards based on performance, access to job related knowledge and skills and granting employee discretion of change work process in the implementation of different activities in the secondary schools.