Head Teachers’ Leadership Styles and Quality of Education in Primary Schools in South Western Uganda: A Case Study of Ntoroko District

Abstract

This study examined the impact of head teachers' leadership styles on the standard of instruction in Ntoroko District primary schools. The purpose of the study was to determine the degree to which head teachers' assistance and supervision affect the quality of education in primary schools in the Karugutu sub county, Ntoroko District, as well as the effects of delegation and good communication. A case study research design was used in the study. The primary schools in the sample consisted of 132 respondents who included 80 long-serving teachers, 40 senior teachers, 10 head teachers, and 2 education officers. The primary instruments for gathering data were the questionnaire and the interview guide. After the data was manually coded, descriptive statistics, namely percentages and content analysis, were used to assess the data both statistically and qualitatively. The findings showed that leadership styles of head teachers had an impact on educational quality. Seldom did head teachers advocate for oversight. This suggested that a high level of laziness was the cause of the poor grades. The results of the study showed that assigning tasks to head teachers raises the caliber of work produced by instructors. As a result, individuals are able to decide and finish activities in areas of direct knowledge. It also showed that the majority of institutions lacked developed communication plans.