The impact of head teachers’ laissez-faire leadership style on students’ academic performance in nine primary schools: the case study of Babati Town Council

Tippe, Andrea Hiiti (2023) The impact of head teachers’ laissez-faire leadership style on students’ academic performance in nine primary schools: the case study of Babati Town Council. Masters thesis, The Open University of Tanzania.

PDF - Submitted Version Available under License Creative Commons Attribution. Download (1MB)

Abstract

This study assessed the impact of head teachers’ laissez-faire leadership style on students’ academic performance in nine primary schools in Babati town council. The study examined the factors causing the use of laissez-faire leadership style in managing primary schools in Babati Town Council, examined the influence of the head teachers’ laissez-faire leadership style on students’ academic performance in Babati Town Council, and assessed measures to improve school leadership style. The quantitative research approach was used. The study used questionnaires. The study found that laissez-faire leadership style has great negative impact on students’ academic performance in general. The researcher found out that laissez-faire leadership style facilitates negative performance in primary schools in Babati town council. The study concludes that the school head teachers should also use democratic leadership style that gives equal chance to all workers in primary schools. This type of leadership style will improve students’ academic performance in Babati town council. School head teachers should use democratic leadership style in public primary schools in Babati primary schools since a democratic leader gives people a say in decision making that affects their aims and work, also it increases flexibility and a sense of responsibility among workers and students. Key terms: Laissez-faire leadership style, Academic performance, School head teachers

Actions (login required)

View Item