Assessment of Leadership Styles and Teachers Job Performance in Remote Secondary Schools: A Study of Uvinza District Council, Tanzania.

Joseph, Peter (2024) Assessment of Leadership Styles and Teachers Job Performance in Remote Secondary Schools: A Study of Uvinza District Council, Tanzania. Masters thesis, The Open University of Tanzania.

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Abstract

Assessment of Leadership Styles and Teachers Job Performance in Remote Secondary Schools with reference to Uvinza District Council, Tanzania. The specific objective were; to determine the most adopted leadership styles in schools, evaluate how the autocratic leadership style correlate teacher job performance, assess how the democratic leadership style correlate teacher job performance and assess how the laissez-faire leadership style correlate teacher job performance. This study employed descriptive research design and mixed research approach. It comprised a sample of 69 teachers and 7 school heads. Data were collected through Questionnaires and Interviews and findings were; autocratic leadership has the most prominent influence on teacher job performance in remote schools. While a laissez-faire approach also appears to have a positive influence, it was not statistically significant in this context. The democratic leadership style did not achieve statistical significance. However, it's important to acknowledge that leadership styles' effectiveness can vary based on the context, and a balanced approach considering the unique needs of the remote school areas in Uvinza District Council is essential for optimal teacher performance and overall educational outcomes. The study recommends that leaders should prioritize targeted training and development. While acknowledging the influence of autocratic leadership, leaders must exercise this style judiciously, promoting collaboration and teacher involvement. It concludes that effective leadership greatly influences teacher job performance, and leadership styles promoting interactive and participatory teaching methods enhance classroom activity and teacher job performance Regular evaluation, resource allocation for collaborative initiatives, and fostering a culture of respect and empowerment are essential for improving student outcomes in these remote educational settings. Keywords: Leadership Styles, Remote Secondary Schools, Teacher Job Performance, Democratic, Autocratic, and Lazier Fair

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