THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE QUALITY OF TEACHER SUPPORT SUPERVISION
Abstract
This paper discusses the effect of two leadership styles, namely: transformational and bureaucratic styles of leadership as practiced by head teachers on the quality of support supervision they offer primary teachers in Mid-western Uganda. The study arose as a result of public outcry over the poor quality and limited amount of support supervision teachers in primary schools in that region of the country are offered despite numerous attempts by Government to train school heads in institutional management. The researchers employed a descriptive cross-sectional survey research design where quantitative and qualitative data were collected from 320 teachers and 20 educational administrators using questionnaire survey and interview methods. The data were analyzed with the use of descriptive and inferential statistical techniques as well as content analysis method. The findings of the study revealed that both transformational (B=.365; p= .000) and bureaucratic (B =.250; p=.000) styles of leadership significantly affect the quality of support supervision that head teachers offer teachers. Overall, the study established that, together, the two styles of leadership (R=.671; R2=.45; Sig. =.000) account for 45 percent variations in the quality of teacher support supervision offered by head teachers, other factors notwithstanding. It was, thus, concluded that any leadership style head teachers employ that involves subordinates in decision-making or brings about change, would have a positive bearing on the kind of support supervision they can offer teachers; and therefore, the researchers recommend that school heads should be conscious of the choice of leadership styles they use while heading a school.
Article visualizations:
Keywords
References
Alberta Education (2003). Teacher Growth, Supervision and Evaluation Policy. Retrieved from http://education.alberta.ca/teachers/certification/standars/teacher.aspx.
Ayse` B. C. (2002). School-based Supervision at Private Turkish School: A Model of improving Teacher Evaluation. Leadership and Policy in Schools 1 (2), 172-190.doi: 10.1076/1pos.1.2172.5397.
Alfahad, H., AlHajri, S. & Alqahtani, A. (2013). The Relationship between School Principals’ Leadership Styles and Teachers’ Achievement Motivation, Kuwait, proceedings of 3rd Asia-Pacific Business research conference 25-26 February 2013, Kuala Lumpur, Malaysia.
Asare, M. A. (2011). The Effects of Leadership Styles of Heads of Senior High Schools on Teachers’ Job Performance in selected schools in the Kumasi Metropolis. Unpublished Masters to the Institute of Distance Learning, Kwame Nkrumah University of Science and Technology, Kumasi.
Baffour-Awuah, P. (2011). Supervision of Instruction in Public Primary Schools in Ghana: Teachers and Head teachers’ Perspectives. A Ph.D Dissertation Submitted to the Graduate Studies of Mudoch University.
Bass, B. M. & Avolio, B. J. (1993). Improving Organization Effectiveness through Transformational Leadership. Thorns and Oaks, CA, Sage
Bass, B. M. (1985). Leadership and Performance beyond Expectation. Free Press.
Bays, D. A. (2001). Supervision of Special Education Institution in Rural Public Schools Districts: A Grounded Theory. Doctoral Dissertation, Faculty of the Virginia, Polytechnic Institute and State University.
Blasé, J. & Blasé, J. (1999). Principals’ Instructional Leadership and Teacher Development: Teachers’ Perspectives. Educational Administration Quarterly, 35, 349-378
Burn, J. M. (1978). Leadership. Harper and Row in Castle E.B. Report (1963).
Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
DES (2009, 2010, 2011). Directorate of Educational Standards.
Dewey, J. (1929). The sources of Science of Education. New York: Liver Right.
Fiedler, F. E. (1967). A Theory of Leadership Effectiveness. MacGrall-Hill.
Franciosi, S. J. (2012). Transformational Leadership for Education in a digital culture. Published on line: In Press Full Text: HTML, PDF (916 KB).
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass.
EPRC (1989). Education Policy Review Commission Report, MOESTS printed by UPPC, Entebbe, Uganda.
Fiedler, F. E. (1967). A Theory of Leadership Effectiveness. MacGrall-Hill.
Glanz, J., Shulman, V., & Sullivan, S. (2006). Usurpation or Abdication of Instructional Supervision in the New York City Public Schools? Paper Presented at the Annual Conference of the American Educational Research Association (AERA), San Francisco, CA.
Hesham, A. (2010) Leadership and its Relationship with Job satisfaction.Proceedings of 3rdAsia –Pacific Business Research Conference 25-26 February 2013,Kuala Lumpur , Malaysia.
Holland, P. E. (2004). Principals as Supervisors: A Balancing Act. NASSP Bulletin, 88 (3), 1-14 doi: 10.1177/019263650408863902.
Holland, P. E. & Adams, P. (2002). Through the Horns of Dilemma between Instructional Supervision and Summative Evaluation of Teaching. International Journal of Leadership Education, 5(3), 227-247.
Hosic, J. F. (1920). The Democratisation of Supervision of schools and society, 11, 331-336
Hoy, W. K. &Forsyth,P.D. (1986). Effective supervision: Theory into practice. New York: Random House
Hukpati, A. (2009). Transformational Leadership and Teacher Job Satisfaction: A Comparative study of Private and Public Tertiary Institutions in Ghana. Unpublished Masters Dissertation to University of Twente.
Leighwood, K. A. (2007). Transformational School Leadership in a Transitional Policy World. In the Josey-Bass Reader. Educational Leadership (pp 183-196) San Francisco John Wiley and Sons, Inc.
Mullins, L. J. (2002). Management and Organizational Behavior (6th Ed.). Pearson Education Limited Edinburgh Gatee, Harlow Essex.
Musaazi , J.C.S.(1982) The theory and Practice of Educational Administration. London and Basingstoke : Macmillan Publishers
Olivia, P. F. & Pawlas, (1997). Supervision for today’s Schools (5th Ed.). New York: Longman.
Ozuruoke, A. A., Ordu, Pac, Abdulkarim, & Musa, (2011). Leadership Style and Business Educators’
Job Performance in Senior Secondary Schools in a changing Environment. Journal of Educational
and Social Research, Vol. 1 P.3 October.
Patty, J.W. (2014) Leadership and Bureaucracy. A paper presented at the Leadership in American Politics Conference, University of Virginia. 2014.
Ramrattan, N. (2011). Assessing Administrators’ Perceptions and Practice of Supportive Supervision. htt://hdl.handle.net/10133/3153 (Date 2011).
Rous, B. (2004). Perspectives of Teachers about Instructional Supervision and Behaviour that Influence Pre-school Instruction. Journal of Early Intervention, 26 (4), 266-282, doi; 101177/105381510402600403
Seif, M. (1991). Lord Sieff of Brimpton, “Management: The Marks and Spencer way”. Fontana Collins.
Ssekamwa,J.C.& Lugumba ,S.M.E. (2000). Development and Administration of Education in Uganda.(2nd Ed.). Kampala: Fountain Publishers
Sergiovanni, T. J. (2009). The Principalship: A Reflective Practice Perspective. Boston: Pearson Educational Inc.
Spillane, J. P. & Kenny, A. W. (2012). School Administration in a Changing Education Sector: The US Experience. Journal of Educational Administration, Vol. 50, Iss: 5pp 541-561.
Sullivan, S. & Glanz, J. (2000). Supervision that improves Teaching: Strategies and Techniques. Thousand Oaks, CA: Corwin Press Inc.
Weber, M. (1947). The Theory of Social and Economic Organization. New York: Free Press.
Tack, A. (1984). Motivational Leadership. Gower.
Yimazi, K., Tadan, M., & Ouz, E. (2009). Supervision Beliefs of Primary School Supervisors in Turkey. Educational Studies, 35(1), 9-20,doi:10,1080/03055690802288502
DOI: http://dx.doi.org/10.46827/ejes.v0i0.332
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Kate N. Tibagwa, David Onen, Joseph Oonyu
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).