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- Create Date January 31, 2025
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Democratic Leadership Styles And Teachers’ Performance In Selected Church Funded Schools In West Ankole Diocese, Uganda
The study examined the relationship between democratic leadership style and teachers’ performance in church funded
schools. It used a mixed approach (qualitative and quantitative methods). It adopted a correlation survey research
design with mixed research approach. Data were collected on the independent variable, which was leadership styles,
and that of the dependent variable, which was teacher’s performance. Together with observations during school visits,
interviews were also conducted with head teachers and teachers and focused group discussions were held with selected
students and parents, to identify factors affecting school teachers’ performance and the effectiveness and relationship
between leadership styles and teachers’ performance. The researcher discovered on the basis of an extensive literature
review and the in-depth research undertaken that head teachers and teachers adopt a range of leadership styles.
However, for the purposes of this investigation, the researcher examined the relationship between leadership styles in
general and teacher’s performance, and later analyzed three leadership styles in relation to teachers’ performance in
church funded schools. While noting the many challenges and demands made on the head teachers and teachers during
the execution of their tasks, the study underscored the need for the development of management and leadership skills
amongst head teachers. The study established that unless head teachers and teachers are well equipped with
knowledge and skills in management and leadership, they would not be able to improve their performance
significantly. The study established that effective school and teachers’ performance requires visionary leadership,
amongst others, and that there is a strong relationship between visionary leadership and transformational leadership,
which is recommended for education leader.