Leadership Styles of Head Teacher and Caregivers Teaching Effectiveness
Chapter One
Purpose of the study
The purpose of the study is to investigate leadership styles of head teacher and caregivers teaching effectiveness. The specific purposes are;
- To ascertain whether Head teacher’s leadership style relates to teaching effectiveness.
- To find out the relationship between leadership styles of head teacher and caregivers teaching effectives
- To ascertain the best leadership style suitable for head teacher and caregiver teaching effectiveness.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Requirements and Training of Head teachers
Training of head teachers differ from country to country, depending on the policy of that particular nation. Balansikat and Gerhard (2005), say that globally, the majority of school leaders were not trained as school leaders but they assume offices because of their experience. Nevertheless, in some countries like United Kingdom and Switzerland, future and serving head teachers are trained in management of schools. Also, according to Balansikat and Gerhard (2005), in other countries such as Slovenia, Estovenia and Catelonia, Northern Ireland, Hungary and Lithuania, specific leadership training and or certification is required before one assumes headship roles. With the exception of Sweden, where head teachers can be recruited from other professions, in all countries it is necessary to be a fully recognised and qualified teacher and have sufficient experience ranging from five to ten years. However, training for head teachers is not yet common practice in the majority of countries surveyed. The lack of specific leadership training and requirements other than 16 experience seems to suggest that intuitive leading prevails in the majority of countries. (Anja, Balanskat and paul Gerthard, 2005) In Uganda, the Ministry of Education and Sports set a standard whereby, every head teacher in Government secondary school must be a degree holder. This degree is not specified whether it should be in education management or in a particular field. This standard has been reviewed to a master‟s degree, which has not been yet implemented (Education Service Commission 2008). But still some head teachers hold diplomas especially in private schools, others have first degrees while others have masters, and very few with Ph.Ds (Anja, 2005). Nsubuga (2003), reported that Government however, occasionally organise induction courses for the newly appointed head teachers, and refresher courses for serving head teachers, but he said 20% hardly received any induction in management training. Those who receive such training are awarded certificates of attendance. In view of such training, the researcher did not come across any study which tried to establish whether such leadership training has a significant influence on school performance which the researcher wanted to engage in.
Leadership Training of Head teachers and the Management of Teachers
The recent research carried out in USA about the effect of the quality of teacher on school performance, results revealed that teacher quality is the most important variable in determining students‟ achievement (Mulkeen Chapman D. Dejaeghere J. G. And Bryner E. L. K (2005). In another research done by Uganda International Volunteers Program, Troy (2002), reported that 29 out of 34 schools agreed that teachers are the most important resources that contribute to the success of their schools because of the commitment they exercise.
Enhancing teachers’ capacity
Ankomah, Y., Koomson J, Bosu R., and Oduro D. K. T (2005), advanced that teacher performance is affected through inadequate number of teachers, teacher-pupil ratio, academic qualification, pedagogical training, content knowledge, ability and experience. Chandan, J. S. (2003), reported teacher competence to include: lesson preparation, proficiency in subject instruction, maintaining order in classroom, encouraging pupil participation in the lesson, punctuality, discipline, participation in extra-curriculum activities, integrity, and participation in community affairs. Ward, Penny, and Read (2006), say that poor working conditions however, cripple secondary schools teachers in Uganda, no incentives and career structure, only grade V upgrade and one teacher out of eight attended refresher courses in 1993. Colby, Witt and Associates (2000), Nsubuga 2003), confirmed that 15% are unqualified, and 28% have a bachelor‟s degree. However, Nsubuga (2003), argued that there was improvement in secondary school teachers‟ qualification and experience profile but some schools are ineffectively managed others have poor working conditions resulting in decline in overall quality of teaching in many secondary schools. International studies also showed that opportunity to learn and time on the task enhances students‟ performance. However, most teachers face transport and housing problems, do not get to school on time and stay until school hours are over, others hold second jobs, sometimes absent from school (Colby, Witt and Associates June 2000). In Uganda and Zambia, World Bank (2004), reported teacher absenteeism rate at 26% and 17% respectively. Ankomah, Y., Koomson J, Bosu R., and Oduro D. K. T (2005), supports this view. Similarly, Mulkeen Chapman D. Dejaeghere J. G. And 18 Bryner E. L. K (2005), and Nsubuga (2003), affirm that this reduces teaching hours, which are low in sub Saharan Africa by international standards.
Chapter Three
Research methodology
Research Design
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from selected primary schools in Ikeja, lagos state in order to determine leadership styles of head teacher and caregivers teaching effectiveness. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 63 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain leadership styles of head teacher and caregivers teaching effectiveness. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of leadership styles of head teacher and caregivers teaching effectiveness.
Summary
This study was on leadership styles of head teacher and caregivers teaching effectiveness. Three objectives were raised which included: To ascertain whether Head teacher’s leadership style relates to teaching effectiveness, to find out the relationship between leadership styles of head teacher and caregivers teaching effectives and to ascertain the best leadership style suitable for head teacher and caregiver teaching effectiveness. The total population for the study is 75 selected staffs of primary schools in Ikeja, Lagos state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
Even after receiving adequate training, head teachers remain lifelong learners. Due to the ever dynamic and changing nature of the professional demands, and the development of professional practices, training is a continuous process which lasts for the duration of the career of a committed professional teacher. Similarly, head teachers must also have continuous professional development. Head teachers are in charge of schools, which operate as professional learning communities. Teaching is a lifelong learning profession and therefore head teachers should be at the forefront of learning.
Recommendation
Recommendations were derived from the study findings, and some of the recommendations were made by putting into account the suggestions made by the respondents during data collection. The respondents were asked to give suggestions on whether there was a relationship between the leadership training received by the head teacher and the performance of the schools. The study gives recommendations to the key education stakeholders in the government of Lagos state. But these recommendations may also be relevant to education stakeholders in other parts of the globe.
References
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- Ankomah, Y., Koomson J, Bosu R., and Oduro D. K. T (2005). Implementing Quality Education in Law-income Countries (Edqual) Literature Review-Ghana. Institute for Educationa Planning and Administration (IEPA) University of Cape Coast, Ghana.
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