Coordinating Centre Tutors Leadership Styles and the Performance of Primary Schools in Amuru District Uganda

Abstract

The study investigated and sought to link the Coordinating Centre Tutors leadership styles with the performance of primary schools with particular reference to Amuru District, Uganda. The research was conducted using both quantitative and qualitative approaches using survey, and correlation as research designs. Data was collected using questionnaires, interview guides, focus group discussion guide as well as review of available documents, and records from CCTs and DEOs. Respondents made of DEO, DIS, Inspectors, teachers, head teachers, and SMC members formed a population of 184 members. Data collected was analyzed using the statistical package for social scientists (SPSS), where conclusions were drawn from tables and figures from the package. The study revealed that CCTs employed the various path-goal leadership styles that helped them earn the trust and respect of the stakeholders involved in primary schools. The study also found that CCT’s work had made positive impact on the performance of schools. The findings further revealed that CCT’s and DEO’s office worked together to improve performance in schools. However, it was also noted that there was a general lack of organized outreach activities developed for schools, low ability of pupils in reading, writing, and interpreting simple numeracy. The study concludes that CCT’s leadership styles have significant impact and influence on overall performance of schools. The investigation recommends competence profiling of CCTs on what the schools, districts and PTCs expect to do for any given term. It also recommends training of CCTs in mentoring, coaching, and supporting skills.