European Journal of Education Studies
ISSN: 2501 - 1111
ISSN-L: 2501 - 1111
Available on-line at: www.oapub.org/edu
10.5281/zenodo.167054 Volume 2│Issue 9│2016
THE EFFECT OF TRANSFORMATIONAL AND
BUREAUCRATIC STYLES OF LEADERSHIP ON THE QUALITY OF
TEACHER SUPPORT SUPERVISION
Kate N. Tibagwa1, David Onen2, Joseph Oonyu3
1,2,3 Makerere University, College of Education and External Studies,
Kampala, Uganda
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.
Keywords: head teachers, leadership styles, primary schools, support supervision,
teachers
Copyright © The Author(s). All Rights Reserved 54
Published by Open Access Publishing Group ©2015.
Kate N. Tibagwa, David Onen, Joseph Oonyu -
THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
Introduction
The importance of supervision to any field of human endeavor is no longer debatable -
even though the mere mentioning of the word supervision often sends a chill in the
spines of many would-be supervisees. In education, effective support supervision is
applauded - not only for ensuring instructional effectiveness of teachers – but in
guaranteeing the efficient functioning of the entire school system. However, the quality
and extent of supervision depends, to a large extent, on the way the supervisors take up
their responsibilities and the manner in which they interact with their supervisees,
other factors notwithstanding. This is why the leadership styles supervisors (especially
head teachers) use are believed to significantly relate with the quality of support
supervision they can offer teachers. In this study, the researchers focused on
investigating the effect of two leadership styles, namely: transformational and
bureaucratic styles of leadership on the quality of support supervision head teachers
offer teachers in primary schools in Mid-western Uganda. The study was instigated by
the persistent public outcry over the poor quality and limited amount of support
supervision teachers in primary schools in that region were offered despite numerous
attempts by Government to train school heads in institutional management. In this
section, the researchers present the background to the study, the specific objectives, and
research hypotheses.
Historically, Uganda has had a solid school inspection and supervision system
(Ssekamwa & Lugumba, 2000). While the Inspectorate Division of the earlier Ministry of
Education and the current Directorate of Education Standards (DES) of the current
Ministry of Education and Sports took charge of inspecting schools and supervising
teachers, at school-level, head teachers were mandated to offer support supervision to
the school teachers at both primary and secondary school levels (Ssekamwa &
Lugumba, 2000). However, available evidence now shows that the quality of
supervision teachers are receiving in most primary and secondary schools in the
country is deteriorating. The case of Mid-western Uganda has not been an exception.
Yet, head teachers were meant to wow teachers in executing their duties through
suitable leadership styles. This prompted the researchers to ask What effects do head
teachers transformational and bureaucratic styles of leadership have on the quality of
support supervision they offer teachers in primary schools in Mid-western Uganda? It
was the search for answers to this kind of question that prompted the need for this
investigation.
This study was underpinned by two leadership theories, namely: the
transformational and bureaucratic theories of leadership. The transformational
leadership theory (TLT) was developed by Burn (1978) and improved upon by Bass
(1985). Originally, the theory was developed for business mode; however, researchers
such as Leighwood (1992) and Fullan (2001) developed the theory further and made its
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Kate N. Tibagwa, David Onen, Joseph Oonyu -
THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
use relevant - including to the field of education. According to Burn (1978), the theory is
used to describe a situation when the leader and the follower elevate one another to
higher levels of motivation and morality. In fact, the theory is made up of power
relations and entails bargaining, trading and compromise between leaders and
followers. In this study, the theory was preferred because it combines all the lessons
derived from other theories (e.g. trait, behavioural, contingency/situations,
bureaucratic, etc.) and adapts them to suit a particular situation. The researchers
hypothesized that head teachers who employ the transformational style of leadership
generally believe in the application of different styles of leadership that suit particular
situations and bring about change or transformation in the school setting. This study
was thus intended to verify such a hypothesis.
Second, the study was also modelled on the bureaucratic theory of leadership
(BLT). This theory was postulated by Max Weber in the early 1940s. According to
Weber (1947), virtually all organisations including schools have the distinctive
characteristics of bureaucracy. The theory is based on fixed official duties under
hierarchy of authority, applying a system of rules for management and decision
making, and technical expertise. According to the theory, the leader is subject to a
system of behavioural and technical rules. Behaviour rules define the scope of a leader s
behaviour and constrain the conducts of the leader while technical rules control how
the work of a leader is to be made (Patty, 2014). The bureaucratic leadership theory is
thus characteristic of a leader who goes by the book. In such a case, the leader s
followers are expected to conform completely under bureaucratic expectations during
work process. In this study, the theory was opted for because the researchers believed
in the notion that the school as an organisation is a bureaucracy of some sort; and
therefore, head teachers as holders of a coveted position in the school setting were
bound to employ bureaucratic styles of leadership. The researchers hypothesized that
this style of leadership was a necessary evil for efficient and effective leadership in
organisations - including educational institutions.
This study focused on two key concepts, namely: leadership styles, which was
the independent variable and teacher support supervision, the dependent variable.
Leadership styles, according to Fielder (1967), refer to the underlying need for the
leader that motivates behaviour in various interpersonal situations. However, Mullins
(2002) defines leadership styles as the way in which the functions of leadership are
carried out, the way in which the leader typically behaves towards members of the
group. This study borrowed Mullin s definition. In this paper, the researchers looked at
the effects of two styles of leadership, namely: transformational and bureaucratic styles
of leadership on the quality of support supervision head teachers offer teachers in
primary schools in Mid-western Uganda. The second variable in the study was quality
of teacher supervision. Teacher supervision refers to a comprehensive on-going process
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 56
Kate N. Tibagwa, David Onen, Joseph Oonyu -
THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
for facilitating teachers professional growth and development throughout their careers
(Danielson, 1996). Alberta Education (2003) defines teacher supervision as the on-going
process by which an administrator (in this case, the head teacher) supports and guides
teaching. In this study, support supervision of teachers was looked at in terms of the
quality and extent of teacher support supervision. The quality of supervision was
determined by percentage scores of descriptive statistical judgement by teachers in
public primary schools in Mid-western Uganda. Specifically, the researchers borrowed
Danielson s model 99 of supervision whereby support supervision was looked at in
terms of the quality of institutional, professional and instructional support supervision
of teachers.
Contextually, the study was carried out in Mid-western Uganda in the districts
of Hoima, Masindi, Kibale, Kagadi and Kiryandongo (Bunyoro Kingdom). There are
several educational administrators in each of these districts, including centre
coordinating tutors who are attached to primary teachers training colleges in the
region. Head teachers are the instructional leaders in their schools, implying that they
provide support supervision to their teachers. In practice, however, the reports of the
district inspectors of schools for 2009, 2010 and 2011 for the case of primary schools in
Mid-western Uganda showed that teachers in the region do not seem to get adequate
and quality support supervision (Directorate Education Standards [DES], 2009; 2010;
2011). This could be attributable to the laxity of head teachers as instructional leaders in
providing the necessary support supervision to the teachers in those schools. The
researchers believed that if head teachers of primary schools in the region appropriately
selected their leadership styles, it could serve to enhance the quality and extent of
support supervision they could give to their teachers; and consequently, improve
academic performance of pupils in the region.
Study Objectives
The main objective of this paper was to establish the effect of head teachers leadership
styles on the quality of support supervision they offer teachers in primary schools in
Mid-western Uganda. Specifically, the study aimed at: first, to establish the effect of
transformational style of leadership; and second, to find out the effect of bureaucratic
style of leadership on the quality of teacher support supervision which head teachers
give to their teachers.
Research Hypotheses
The study intended to verify the following hypotheses:
i. Transformational style of leadership has a significant effect on the quality of
support supervision which head teachers give to their teachers.
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THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
ii. Bureaucratic style of leadership has a significant effect on the quality of support
supervision which head teachers give to their teachers.
Literature Review
Many scholars have studied the relationship between styles of leadership
(transformational and bureaucratic) and teacher support supervision in different
education settings. According to Mullins (2002) and Hesham (2010), leadership styles
vary, depending on the character of the leader. Each character has its style, so
leadership style can be conceptualised as the way in which functions of leadership are
carried out, the way in which the leader typically behaves towards members of the
group. Transformational leadership style inspires the followers to trust the leader to
perform duties that contribute to the achievement of the organisational goals and
perform them at a higher level. In the case of transformational leadership, the leader
transforms or changes followers to perform their duties at a higher level of motivation
and morality (Bass, 1985). In addition, such leaders have a vision of how good things
could be and clearly communicate their vision to their members of staff; and through
their enthusiasm and excitement, they infect the followers to enthusiastically support
the vision. Besides, transformational leaders influence their members of staff by
intellectually stimulating them to become more aware of the problems in their
institutions (Bass & Avolio, 1993). They also influence their followers through
developmental considerations by showing concern for their followers well-being and
behaviour through which they provide encouragement. In fact, the transformational
leader often gives his/her followers opportunities to develop and grow on the job, by
acquiring new skills and capabilities, to achieve their full potential (Bass & Avolio,
1993). Such leaders usually gather their followers around a common purpose, mission
or vision and provide a sense of purpose and future direction. They also act as role
models for their staff and encourage them to question issues that underlie basic
assumptions and encourage them to look at these issues from a different perspective. In
the context of this study, only a few head teachers could thus qualify to be described as
transformational leaders. Many head teachers of the primary schools studied used the
transformational style of leadership unknowingly. This knowledge gap could however
be bridged through leadership training and couching.
According to Weber (1947), the dominant type of leadership often exercised in
work organisations is the bureaucratic leadership style. This, according to Weber s
analysis many decades ago, occurs because all organisations - including schools - have
the distinctive characteristics of bureaucracy (for example: division of labour and
specialisation, impersonality hierarchy of authority, rules and regulations and career
orientation). The bureaucratic leader, Weber (1947) says, is subject to a system of
behavioural and technical rules. Patty (2014) reiterates that behavioural rules define the
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THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
scope of a leader s behaviour and constrain the conduct while technical rules control
how the work is to be made. As a result, the bureaucratic leader perceives the position
or office as the centre of authority and vigorously applies the same rules and procedure
to all staff members. Such administrators strive and seek for conformity and control by
use of rewards and penalties designated in the official regulations (Patty, 2014). In that
case, followers are expected to conform completely under the bureaucratic expectations
during the work process.
There are also studies that have been carried out on teacher support supervision.
For example, Rous studied supervisor s behaviour and how it influences the
instructional practices of public primary schools in the US State of Kentucky. The study
revealed that although the supervisors studied were knowledgeable, they neglected the
teachers most of the time. As such, the lack of contact between teachers and
instructional supervisors in her study negatively affected instructional practices. The
same study also revealed that most teachers believed that their supervisors frequent
visits and calls were important activities. Although some teachers reported that their
supervisors were not seen in the classrooms enough, the researcher observed that
teachers were energised whenever supervisors dropped by their classrooms and
interacted with their students. This was seen as demonstration of supervisor s concern
for teachers, students and study programmes. Similar studies conducted in Ghana have
shown that frequent visits to classrooms are necessary to improve teachers time-on-
task. Rous (2004) again reported that the supervisors in her study did not have enough
time to observe lessons. Teachers in the study acknowledged that when their
supervisors offered helpful suggestions on instructional practices, it increased their
ability to solve classroom problems. In fact, in the US public schools that were studied,
the feedback offered by supervisors was a formal behaviour, and was objective and
solely on classroom observation. This scenario was however, different with the case of
supervisors in Uganda s primary schools who were found hardly to visit classes due to
shortage of funding and staff. This partly could have accounted for the deteriorating
quality of support supervision in primary schools in Mid-western Uganda; thus, the
genesis of this investigation.
Methodology
This study was approached from the positivist research paradigm, though some aspects
of social constructivism and interpretivism were also employed so as to gain a deeper
understanding of the issues under investigation. The study specifically employed a
descriptive cross-sectional survey design where both quantitative and qualitative data
were collected from a total of 350 respondents comprised of 320 teachers, 10 head
teachers and 20 educational administrators (District Education Officers [DEOs],
Inspectors of Schools [DIS] and Centre Coordinating Tutors [CCTs], and10 selected
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THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
head teachers) using questionnaire survey and interview methods. The design was
descriptive because the researchers aimed at establishing the effect of head teachers
leadership styles (transformational and bureaucratic leadership style) on the quality of
teacher support supervision of primary school teachers in Mid-western Uganda. It was
cross-sectional in nature because the researchers aimed at collecting data from a cross-
section of the target population at one point in time. This design would avoid wasting
time returning to the field to collect additional data, several times. This version of
collecting data rather than the longitudinal version was less time consuming; and in
addition, using the survey design would help to generalize the findings obtained from
the sampled population to all head teachers, teachers, DEOs, DIS, CCTs in Mid-western
Uganda. The study respondents were selected through purposive and random
sampling techniques; and data were analyzed with the use of appropriate descriptive
(mean, percentage, standard deviations) and inferential (multiple regression technique),
statistical techniques as well as content analysis method. In the next section, the results
of the study are presented.
Results
This section is divided into two parts, namely: the descriptive statistics on the
independent and dependent variables, and verification of research hypotheses.
Descriptive Statistics on Independent and Dependent variables
The researchers sought the views of the respondents on each of the study variables that
were investigated. The respondents were given statements on a rating scale with which
they were to judge how frequently, rarely, or never their head teachers used particular
leadership styles and how they were related to the quality of teacher support
supervision. The results showing the respondents views on the use of head teachers
leadership styles are presented in tables 1 and 2.
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THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
Table 1: Descriptive statistics of respondents views on head teacher s use of
transformational style of leadership
School location
Leadership Rural Urban
Scale Count % Count %
Considers the moral and ethical consequences of decisions Never 4 2.2 12 8.7
Rarely 55 30.6 32 23.2
Frequently 121 67.2 94 68.1
Total 180 100 138 100
Emphasizes the importance of having a collective sense of Never 2 1.1 3 2.2
mission Rarely 44 24.6 20 14.6
Frequently 133 74.3 114 83.2
Total 179 100 137 100
Articulates a compelling vision of the future Never 1 .6 2 1.4
Rarely 45 25.1 23 16.7
Frequently 133 74.3 113 81.9
Total 179 100 138 100
Expresses confidence that goals will be achieved Never 3 2.2
Rarely 46 25.7 20 14.4
Frequently 133 74.3 116 83.5
Total 179 100 139 100
Suggests new ways of looking at how to complete Never 1 .6 1 .7
assignments in place Rarely 49 27.2 18 12.9
Frequently 130 72.2 120 86.3
Total 180 100 139 100
Gets me to do more than I expected to do Never 35 19.4 38 27.3
Rarely 59 32.8 39 28.1
Frequently 86 47.8 62 44.6
Total 180 100 139 100
Heightens my desire to succeed Never 5 2.8 15 11.0
Rarely 53 30.1 33 24.3
Frequently 118 67.0 88 64.7
Total 176 100 136 100
Increases my willingness to try harder Never 7 3.9 9 6.5
Rarely 43 24.0 29 20.9
Frequently 129 72.1 101 72.7
Total 179 100 139 100
Discusses who is responsible for achieving performance Never 7 3.9 3 2.2
targets Rarely 43 24.0 20 14.4
Frequently 129 72.1 116 83.5
Total 179 100 139 100
Expresses satisfaction when I meet expectations. Never 6 3.3 3 2.2
Rarely 42 23.2 26 18.7
Frequently 133 73.5 110 79.1
Total 181 100 139 100
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THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
According to Table 1, the majority of the respondents from rural (74.3%) and urban
(86.3%) schools reported frequent use of transformational style of leadership by their
head teachers. In fact, most respondents from rural schools reported that their head
teachers emphasized the importance of having a collective sense of mission; articulated
a compelling vision of the future; expressed confidence that the goals would be
achieved; and expressed satisfaction when the teachers met expectations. Meanwhile,
most respondents from urban schools reported that their head teachers suggested new
ways of looking at how to complete assignments in place.
Table 1 also indicates that most teachers from both rural and urban schools
reported that their head teachers frequently considered the moral and ethical
consequences of decisions. Such consideration was slightly higher in urban (68.1%) than
in rural (67.2%) schools. Teachers who thought that their head teacher rarely considered
the moral and ethical consequences of decisions made were 30.6 % in rural and 23.2% in
urban schools. The rural schools registered a slightly higher value where effects on
moral and ethical consequences were not considered when decisions were being made.
On the question of emphasizing the importance of having a collective sense of
mission, Table 1 indicates that some teachers who thought that their head teachers
rarely emphasized the importance of having a collective sense of mission were 24.6 %
from rural and 14.6 % from urban schools. This makes the number of teachers whose
head teacher rarely emphasized the importance of having a collective sense of mission
to be slightly higher in rural than in urban schools.
On the issue of articulation of compelling vision of the future in their schools,
Table 1 reveals that some teachers who thought that their head teacher rarely
articulated a compelling vision of the future were 25.1 % in rural and 16.7% in urban
schools. This indicates that the number of head teachers who rarely communicated to
their teachers was slightly higher in the rural than their counterparts in urban schools.
On whether head teachers express confidence that goals will be achieved, Table 1
reveals that some teachers who thought that their head teacher rarely reassured them
on the school s likelihood to meet the set goals were . % in rural and . % in urban
schools. This makes the number of teachers who were rarely assured of achievement of
goals, slightly higher in the rural than in their counterparts in the urban schools.
On the question of suggesting new ways of looking at how to complete
assignments in place, Table 1 shows that several teachers in rural (72.2%) and urban
(86.3%) schools who reported that their head teacher frequently suggested new ways of
looking at and completing assignments. This constructive communication was slightly
higher in urban than in rural schools. The proportion of teachers who suggested that
they rarely received developmental and constructive communication came up to 27.2%
in rural and 12.9% in urban schools. The number of teachers who rarely received such
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Kate N. Tibagwa, David Onen, Joseph Oonyu -
THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
communication from their head teacher was slightly higher in rural than in urban
schools.
Table 1 also shows that a few teachers in both rural (47.8%) and urban (44.6%)
schools whose head teachers frequently encouraged them to do more than the
minimum expected of them. The level of encouragement was extremely low in both
rural and urban schools compared to all the remaining aspects of transformational style
of leadership. Teachers who reported that their head teachers rarely encouraged them
to do more than they are expected to do were 32.8% in rural and 28.1% in urban
schools. However, most teachers in rural (64.7%) and urban (67.0%) schools reported
that their head teachers frequently enhanced the teachers wishes for self-actualization.
This developmental feedback was slightly lower in rural than in urban schools. The
teachers who reported that their head teachers rarely made such developmental
encouragement were 30.1 % in rural and 24.3 % in urban schools. This would imply that
a big number of teachers in rural schools rarely felt encouraged to develop themselves
from their head teachers.
Finally, Table 1 shows that some teachers both in rural (73.5%) and urban (79.1%)
schools who reported that their head teachers frequently expressed satisfaction when
they (the teachers) met their expectations. The behaviour of being appreciative of
teachers achievements was slightly higher in urban than in rural schools. This suggests
that more teachers in urban schools, who met their targets, got to know that their head
teachers had noted and appreciated their achievement.
In the process of carrying out the interviews, the DEOs, DIS and CCTs indicated
that they believed that many head teachers did not know the genesis of the
transformational leadership style and therefore its usage was through trial and error.
The above groups indicated that there was a need for the Ministry of Education and
Sports to empower head teachers to make appropriate use of this style of leadership
through training courses, seminars, workshops and continuous professional
development (CPDs) programmes.
Again, the researchers asked the respondents to judge how frequently, rarely, or
never their head teacher used the bureaucratic leadership styles and how they were
related to the quality of teacher support supervision. The results showing respondents
views on the use of head teachers bureaucratic leadership style are presented in Table 2
below.
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QUALITY OF TEACHER SUPPORT SUPERVISION
Table 2: Descriptive statistics of respondents views on head teachers use of
bureaucratic style of leadership
Categories School location
Rural Urban
Scale Count (%) Count (%)
Ensures teachers follow rules and procedures accurately and Never 1 .6
consistently Rarely 19 10.6 17 12.2
Frequently 159 88.8 122 87.8
Total 179 100 139 100
Ensures all regular activities are distributed in a fixed way as Never 1 .6
official duties Rarely 27 15.1 19 13.7
Frequently 151 84.4 120 86.3
Total 179 100 139 100
Ensure there is division of labour for instruction Never 3 1.7
Rarely 29 16.1 21 15.6
Frequently 148 82.2 114 84.4
Total 180 100 135 100
Avoids the spirit of impersonality which is without hatred Never 5 2.8 8 5.8
passion Rarely 51 29.0 36 26.1
Frequently 120 68.2 94 68.1
Total 180 100 135 100
Spends more time on administrative issues than professional Never 12 6.9 18 13.5
matters Rarely 58 33.3 39 29.3
Frequently 104 59.8 76 57.1
Total 174 100 133 100
According to Table 2, the majority of the respondents from rural (88.8 %) and urban
(87.8%) schools reported frequent use of bureaucratic style of leadership by their head
teachers. On the other hand, 10.6 % of teachers in rural schools and 12.2 % in urban
schools reported that their head teachers rarely used this style of leadership.
Table 2 also indicates that the use of bureaucratic style of leadership on ensuring
that all regular activities are distributed in a fixed way as official duties is slightly
higher in urban (86.3%) than in rural (84.4 %) schools - meaning that the head teachers
who were rated, in the sample, were distributing regular activities to their teachers in
form of official duties, for efficiency in administration. However, 15.1% of teachers in
rural and 13.7% in urban schools reported that their head teachers rarely distribute
activities in a fixed way as official duties. This meant that some head teachers are rarely
distributing activities in a fixed way as official duties. This practice is more prevalent in
rural than in urban schools.
On the question of ensuring that there is division of labour for instructional
purposes, Table 2 shows that 82.2% of respondents from rural and 84.4% from urban
schools reported that it was being used in their schools, because virtually all schools are
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QUALITY OF TEACHER SUPPORT SUPERVISION
bureaucratic by nature. Nevertheless, 16.1% of teachers in rural and 15.6% in urban
schools reported that the head teachers rarely ensured division of labour for
instructional purposes.
On the issue of the use of bureaucratic style of leadership showing impartiality
when interacting with teachers, Table 2 indicates that the use of this style of leadership
is much lower in both rural (68.2%) and urban (68.1%) schools. Moreover, 29.0% of the
teachers in rural and 26.1% of urban schools, rarely experienced fair treatment from
their head teachers. This means that if this kind of attitude to teachers persists, there are
likely to be difficulties which could lead to dysfunctional primary schools in Mid-
western Uganda. Teachers deserve fair treatment in order for them to perform their
duties more effectively.
Table 2 also shows that many teachers from both rural (59.8%) and urban (57.1%)
schools rated their head teachers that they spent more time on administrative issues
rather than professional matters. This could adversely affect quality and extent of
support supervision and cause a decline in instructional effectiveness. However, some
33.3% of teachers in the sample in rural and 29.31% in urban schools reported that their
head teachers were rarely making use of bureaucratic style of leadership in their
schools. This means, it is not being effectively and appropriately used. This is likely to
result in instructional decline leading teachers to lose motivation due to the decline in
quality and extent of support supervision and instructional effectiveness to improve
performance of pupils.
During the interviews of DEOs, DISs, and CCTs, interviewees indicated that they
believed that there were weaknesses in the leadership of primary schools in Mid-
western Uganda. One DIS for instance said that:
Some head teachers, especially in rural schools follow rules and regulation to
the dot at the expense of creativity, innovation and flexibility. As inspectors of
schools, we have witnessed some creative innovations and flexibility in some
urban schools which enable them to motivate their teachers to perform at a
higher level than their counterparts in rural schools.
These suggest that head teachers in rural schools should emulate their counterparts in
the urban schools in order to improve instructional effectiveness. Advisably, the DEOs
can hold seminars, workshops, conferences, or even meet these head teachers during
their head teachers association meetings. They can arrange education visits to schools
which have demonstrated creativity, innovation, and flexibility, both in their districts
and outside their districts.
The last part of the descriptive statistics was used to represent respondents
views about the quality of support supervision. Results on this variable are summarized
in Table 3 whereby R stands for rural, U for urban, and SD stands for standard
deviation.
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QUALITY OF TEACHER SUPPORT SUPERVISION
Table 3: Descriptive statistics on respondents views on the quality of
teacher support supervision
Questionnaire Response Category
item
Always (3) Rarely (2) Never (1) Rural Urban Total
Providing schemes R U R U R U _ SD _ SD _ SD
of work book on X X X
time
165 133 14 1 2 5 3.57 .684 3.73 .657 3.64 .678
91.2% 95.7% 7.7% .7% 1.1% 3.6%
Providing lesson 160 131 20 3 1 5 3.54 .711 3.71 .684 3.61 .704
plan books 88.4% 94.2% 11.0% 2.2% .6% 3.6%
Giving out 155 132 22 6 4 1 3.41 .789 3.73 .575 3.55 .720
pens/pencils 85.6% 95.0% 12.2% 4.3% 2.2% .7%
Giving chalk 172 134 6 3 1 2 3.65 .573 3.78 .549 3.71 .566
96.1% 96.4% 3.4% 2.2% .6% 1.4%
Providing 160 128 18 6 3 5 3.44 .740 3.57 .743 3.49 .743
curriculum on time 88.4% 92.1% 9.9% 4.3% 1.7% 3.6%
Allocating lessons 164 129 15 5 2 5 3.40 .689 3.60 .728 3.49 .713
early 90.6% 92.8% 8.3% 3.6% 1.1% 3.6%
Providing a time 149 117 21 11 8 10 3.28 .844 3.33 .905 3.30 .870
table 83.7% 84.8% 11.8% 8.0% 4.5% 7.2%
Allocating 162 13 14 4 4 3 3.43 .733 3.68 .639 3.54 .704
classrooms 90.0% 94.9% 7.8% 2.9% 2.2% 2.2%
Providing reference 133 115 42 18 4 6 3.12 .843 3.35 .866 3.22 .859
books 74.3% 82.7% 23.5% 12.9% 2.2% 4.3%
According to Table 3, majority of the respondents from urban (95.7%) and rural (91.2%)
schools reported that they were always sure of getting support from their head
teachers. However, teachers in urban schools were enjoying more and better support
(overall mean score of 3.73%) compared to their counterparts in rural schools whose
overall mean score was only 3.57. This pattern of response was maintained for all the
aspects of support supervision.
During interviews with DEOs, DIS and CCTs, different opinions were expressed
regarding the quality of support supervision that were given by the head teachers of
primary schools in Mid-western Uganda. One interviewee, a CCT for instance observed
that, sincerely speaking, schools should be given reference books to help teachers in
their work. “nd they should be given timely. Another interviewee, a DIS however,
observed that, it seems the life-span of some reference books in the schools has expired
because some books are in pieces (torn) or it is mishandling of them that is causing
them to wear away? (sic). Another interviewee, a DIS meanwhile said,
It is very embarrassing to visit a school and only to find that the release of
capitation grants has been delayed. This means, there are no supplies in schools
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THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
such as school chalk, books for schemes of work and lesson plans, no pens to
mark pupils books, etc. “t one time, I visited a school in a remote area and
found that teachers were using pieces of dry cassava to write on the blackboard.
Surely, some schools are suffering especially those in remote areas.
All the voices in the text point to one factor – generally poor quality of teacher
supervision. This means that the Ministry of Education and Sports and the district local
governments should empower the head teachers through training in support
supervision if they are to supervise their teachers satisfactorily.
Verification of Research Hypotheses
As a result of the study objectives, the researchers derived two research hypotheses,
namely: 1) transformation style of leadership has a significant effect on the quality of
teacher support supervision; and 2) bureaucratic style of leadership has a significant
effect on the quality of teacher support supervision. To verify these hypotheses, first the
hypotheses were converted into null hypotheses and were thus stated as follows: 1)
transformational leadership style has no significant effect on the quality of teacher
support supervision; and 2) bureaucratic leadership style has no significant effect on the
quality of teacher support supervision. Second, the researchers generated indices to
measure each of the variables, namely: transformational and bureaucratic styles of
leadership; and quality of support supervision from the questionnaire items of each of
the variables. Thereafter, the hypotheses were tested with the use of multiple regression
technique. The results of the two null hypotheses are presented in Table 4.
Table 4: Multiple regression results on the effect of leadership styles on
quality of support supervision
Coefficients
Unstandardized Standardized 95.0% Confidence
Coefficients Coefficients Interval for B
Lower Upper
B Std. Error Beta
Model t Sig. Bound Bound
1 (Constant) .789 .161 4.902 .000 .472 1.105
Transformational style .365 .035 .483 10.518 .000 .296 .433
Bureaucratic style .250 .038 .304 6.622 .000 .175 .324
a. Dependent Variable: Quality of teacher support supervision
F - value = 1298 Sig.= 0.000 R = .671 R2 = 0.45
The results in Table 4, show that the two leadership styles carry positive regression
coefficients (Betas). Specifically, the coefficient of transformational leadership style is
0.365 (B=.365) - meaning that other factors remaining constant, a unit increase in
transformational style of leadership results into a 0.365 (or 36.5%) improvement in the
quality of support supervision, other factors assumed constant. This effect is statistically
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Kate N. Tibagwa, David Onen, Joseph Oonyu -
THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
significant since the calculated p-value (sig=.000) is less than the critical value of p (sig.
=.05). Similarly, the regression coefficient for bureaucratic leadership style is also
positive (B=0.250) which also implies that this style of leadership is positively related
with the quality of support supervision. It therefore follows that a unit use of
bureaucratic style of leadership, results into a 0.25 (or 25%) improvement in the quality
of support supervision. The effect of bureaucratic style of leadership is also statistically
significant since the p-value obtained (sig. =.000) is equally less than the critical vale of p
(sig. =.05). Based on these findings, both null hypotheses were thus rejected and the
research hypotheses upheld.
Discussion
The results following the test of hypothesis one show that transformational style of
leadership has a statistically significant effect on the quality of teacher support
supervision. This implies that the more transformational the head teacher becomes, by
considering the moral and ethical consequences of their decisions; articulating their
vision of the future; expressing confidence that goals will be achieved; making
suggestions and implementing new ways to tackling tasks; encouraging teachers to go
the extra mile motivating teachers desire and their willingness to try harder;
discussing performance targets; expressing satisfaction and appreciation when teachers
meet expectations, the higher and better the quality of support supervision offered to
teachers. This finding seem to be consistent with that of several other researchers, who
also found out that transformational leadership style has a positive effect with many
education variables (e.g. Bass & Avolio, 1990; Hukpati, 2009; Asare, 2011). Bass and
Avolio (1990) specifically observed that a transformational leader often delegates
assignments to followers to provide learning opportunities and coaches them if they
need it. This view is supported by Asare (2011) who found out that leadership influence
helps colleagues and superior authority to work as a team when they use their
knowledge and share ideas as well as suggestions. Franciosi (2012) meanwhile
counselled that transformational style of leadership is most appropriate for
organizations such as educational systems operating a field characterized by change
and innovation including teacher support supervision.
Meanwhile, the results of the test of hypothesis two revealed that bureaucratic
style of leadership has a statistically significant effect on the quality of teacher support
supervision. This implies that the more bureaucratic the head teacher becomes by
ensuring that: teachers follow rules and procedures accurately and consistently; all
regular activities are distributed in a fixed way as official duties; there is division of
labour for instructional purposes, avoids the spirit of impersonality (hatred or passion),
and balancing time on administrative and professional matters, the more and better will
be the quality of support supervision offered to the teachers. This finding was, in fact,
European Journal of Education Studies - Volume 2 │ Issue 9 │ 2016 68
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THE EFFECT OF TRANSFORMATIONAL AND BUREAUCRATIC STYLES OF LEADERSHIP ON THE
QUALITY OF TEACHER SUPPORT SUPERVISION
similar to what Spillane and Kenny (2012) discovered when they said that bureaucratic
and professional logics like teacher support supervision increasingly compete in policy
discussions. This, according to the two authors often creates tensions within schools as
teachers and administrators (head teachers) struggle to manage these competing logics.
However, the model of democratic supervision influenced by Dewey s 9 9 theories
of democratic and scientific thinking as well as Hosic s 9 ideas of democratic
supervision which advocate for respect for teachers and cooperation in the supervisory
process. But according to Sullivan and Glanz (2000), when the head-teacher is
bureaucratic, the teacher is recognized as a fellow worker rather than a mere cog in a
big machine (Supervisor or head teachers) and teachers are made to decide together
what and how to teach. Sergiovanni (2009) posits that head teachers who supervise by
practicing coaching by walking around can make significant impact in helping, in
building trust, and learning with their teachers. Other researchers believe that
successful supervisors are those who link interpersonal skills with technical skill.
Brennen (2008) for instance notes that an effective supervisor is one who links
interpersonal with technical skills. She (Brennen) contends that an effective supervisor
should be able to build self-acceptance, moral trust, and rapport between the supervisor
and supervisee. In that instance, objectivity devoid of personal biases should be the
hallmark if supervision is to be effective.
Conclusion
Based on the findings that both transformational and bureaucratic styles of leadership
have statistically significant effect on the quality of teacher support supervision, the
researchers concluded that the type of leadership styles that are employed during
support supervision process have a significant bearing on teachers instructional
effectiveness.
Recommendations
Following the findings and the conclusion drawn, the researchers recommend that the
head teachers should make use of appropriate leadership styles which suit the
situations, needs and development aspirations of teachers as well as needs of the
primary schools they are heading.
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