Assessing the Effect of Headteachers’ Leadership Styles on Teachers’ Performance in 12-Year Basic Education in Nyarugusu Rwanda.

Bluce, Uwamahoro (2025) Assessing the Effect of Headteachers’ Leadership Styles on Teachers’ Performance in 12-Year Basic Education in Nyarugusu Rwanda. Doctoral thesis, The Open University of Tanzania.

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Abstract

This study assessed the effect of headteachers‘ leadership styles on teachers‘ performance in 12 year-basic education in Nyaruguru district-Rwanda. The study was guided by three theories: participative, transformational leadership, and transactional leadership theories. This study adopted mixed method and convergent research design with the sample size of 178 including 164 teachers and 12 headteachers from 12 schools. Proportional sampling determined the number of teachers from each school. Simple random sampling was used to select teachers from schools, while purposive sampling was employed for selecting headteachers. Data were gathered through questionnaires and structured interview. Questionnaires were administered to teachers, and structured interviews were conducted with headteachers. With the aid of V.27 of SPSS, quantitative data were analyzed. Descriptive statistics (percentage, means, frequencies, and standard deviations) were used to summarize the data, while inferential statistics (correlation, and regression analysis) were used to examine relationships between variables. Qualitative data were analyzed using thematic analysis. The findings indicated that democratic and transformational leadership styles positively affect teachers‘ performance, whereas autocratic leadership style has a negative effect. To improve their performance, teachers recommended behaviours drawn from democratic, transformational, transactional, autocratic, and laissez-faire leadership. The findings revealed the detrimental impact of Autocratic, though a few of its behaviours were positively recognized in teachers‘ recommendations. From the findings, the study recommended government to develop and distribute a comprehensive guideline document outlining effective leadership behaviours particularly those associated with democratic and transformational styles, which were found to positively influence teachers‘ performance. Additionally, it suggests that the district integrate leadership style in all program which aimed at enhancing teachers‘ performance.

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