AN ASSESSMENT OF THE EFFECTS OF HEADTEACHERS’ LEADERSHIP

STYLES ON TEACHERS’ JOB PERFORMANCE IN SELECTED PRIMARY

SCHOOLS IN DAR ES SALAAM, TANZANIA

SALUM ISMAILY GAWAZA

A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION IN

ADMINISTRATION, PLANNING AND POLICY STUDIES OF THE OPEN

UNIVERSITY OF TANZANIA

2016
 ii

CERTIFICATION

The undersigned certifies that, he has read and here by recommends for acceptance by

the Open University of Tanzania a dissertation titled: “An Assessment of the Effects of

Head Teachers’ Leadership Styles on Teachers’ Job Performance in Selected Primary

Schools in Dar es Salaam” in partial fulfillment of the requirements for the degree of

Master of Education in Administration, Planning and policy Studies (MED APPS) of the

Open University of Tanzania.

…………………………

Dr. M. Ogondiek

(Supervisor)

…………………………

Date
 iii

COPYRIGHT

No part of this dissertation may be reproduced, stored in any retrieval system, or

transmitted in any form by any means, electronic, mechanical, photocopying or

otherwise without prior written permission of the author or the Open University of

Tanzania in that behalf.

 iv

DECLARATION

I, Salum Ismaily Gawaza do hereby declare that, this dissertation is my own original

work and has not been submitted for a higher degree award in any university or

Institution.

…………………………

Signature

…………………………

Date
 v

DEDICATION

This study is dedicated to my lovely daughter Asmaa Salum Gawaza since she was

missed my handling during the period of the study.

 vi

ACKNOWLEDGEMENT

In the course of this study many education institutions and individuals had contributed to

the successful completion of this research work. Since it is impossible to mention

everyone, I remain grateful to them all. However, there are some to whom I am

particularly indebted. My first thanks goes to the Almighty God for his great love for me

throughout the entire period of writing this work.

First and foremost I would like to express my heartfelt gratitude to my supervisor Dr.

Ogondiek, M for her intellectual comments, wise recommendations, professional advice

and constructive criticism for succession of this work.

Secondly, special thanks goes Madam Sherydah Salim, Mr Paul Daniel Kalunga,

Mwananuru Gawaza, Mrs. Lilian Martin, Mwajuma Ponera, Onesmo Ndele, Hamisi

Mahundu, Japhet Mashauri and those remaining respondents from Mbagala. Mbagala

Kuu, Kiwalani, Yombo, Mabibo and Kijitonyama Kisiwani primary schools for their

time and informations used to accomplish this work.

Thirdly, the most sincere and deepest appreciation goes out to the faculty of education of

The Open University of Tanzania, Regional Administrative Secretary Office of Dar es

Salaam, District Administrative Secretaries and Municipal Directors of Temeke,

Kinondoni and Ilala for their grant and permit to undertook a research work.
 vii

ABSTRACT

This study aimed at assessing the effects of Head Teachers’ Leadership Style on

Teachers’ Job Performance in Selected Primary Schools in Dar es Salaam. Three

research objectives were formulated to guide the study which was; to examine the

effects of leadership behaviors on teachers’ job performance, to identify the most

dominant leadership style exhibited among head teachers, and to identify the leadership

style used by head teachers that enhances teachers’ job performance. The study was

based on path goal theory. The study employed the descriptive survey design. The study

employed 3 District education officers (DEO’s), 6 head teachers and 88 primary teachers

in the 6 primary schools. Purposive sampling technique was used to get 6 head teachers

and 88 teachers were obtained through simple random sampling. Questionnaires,

interviews and documentary reviews are the method used by for this study. The analysis

was used to analyze the qualitative data. Quantitative data was entered into the computer

for analysis using the software of Statistical Package for Social Science (SPSS). The

study shows that the democratic leadership style was a both dominant and that it

enhanced teachers’ job performance. The researcher recommended that, school head

teachers should avoid much uses of autocratic style in the leading of schools as it does

not allow teachers to give off their best. Also adoption of leadership strategies by the

head teachers such as participative style of leadership, creates conducive environment

which would help to improve primary school teachers’ job performance. Based on the

findings of the study a researcher concluded that, the proper utilization of the leadership

behaviors were results to the high level of teachers’ job performance.

 viii

TABLE OF CONTENTS

CERTIFICATION ............................................................................................................ ii

COPYRIGHT ...................................................................................................................iii

DECLARATION.............................................................................................................. iv

DEDICATION................................................................................................................... v

ACKNOWLEDGEMENT............................................................................................... vi

ABSTRACT ..................................................................................................................... vii

TABLE OF CONTENTS...............................................................................................viii

LIST OF TABLES .......................................................................................................... xii

LIST OF FIGURES .......................................................................................................xiii

APPENDICES ................................................................................................................ xiv

LIST OF ABBREVIATIONS ........................................................................................ xv

CHAPTER ONE ............................................................................................................... 1

INTRODUCTION............................................................................................................. 1

1.1 Introduction ............................................................................................................. 1

1.2 Background to the Problem..................................................................................... 1

1.3 Statement of the Problem ........................................................................................ 3

1.4 Objectives of the Study ........................................................................................... 4

1.4.1 The Main Objective................................................................................................. 4

1.4.2 Specific Objectives.................................................................................................. 4

1.5 Research Questions ................................................................................................. 5

1.6 Significance of the Study ........................................................................................ 5

1.7 Conceptual Framework ........................................................................................... 6

1.8 Scope of the Study................................................................................................... 7

 ix

1.9 Limitations and Delimitation of the Study .............................................................. 8

1.10 Definitions of the Key Terms and Concepts ........................................................... 9

1.11 Organization of the Dissertation............................................................................ 10

CHAPTER TWO ............................................................................................................ 11

LITERATURE REVIEW............................................................................................... 11

2.1 Introduction ........................................................................................................... 11

2.2 The Concept of Leadership Styles and Teacher’s Job Performance ..................... 11

2.3 Leadership Styles .................................................................................................. 11

2.3.1 Democratic Leadership Styles............................................................................... 13

2.3.2 Autocratic Leadership Styles ................................................................................ 16

2.3.3 Laissez-Faire Leadership Styles............................................................................ 16

2.4 Teacher’s Job Performance ................................................................................... 17

2.5 Theories that Guide the Study ............................................................................... 17

2.6 Empirical Studies .................................................................................................. 22

2.7 Research Gap......................................................................................................... 25

CHAPTER THREE ........................................................................................................ 26

RESEARCH METHODOLOGY .................................................................................. 26

3.1 Introduction ........................................................................................................... 26

3.2 The Study Area...................................................................................................... 26

3. 3 Research Approach ............................................................................................... 27

3.4 Research Design .................................................................................................... 28

3. 5 Target Population .................................................................................................. 28

3.6 Sample Size ........................................................................................................... 29

3.7 Sampling Techniques ............................................................................................ 30

 x

3.8 Data Collection Methods and Instruments ............................................................ 32

3. 8.1 Questionnaires ....................................................................................................... 32

3.8.2 Interviews .............................................................................................................. 33

3.8.3 Documentary Review ............................................................................................ 33

3.9 Data Analysis and Interpretation........................................................................... 33

3.10 Validity and Reliability of the Study..................................................................... 34

3.12 Ethical Consideration ............................................................................................ 35

CHAPTER FOUR………………………………………………………………………36

DATA ANALYSIS, PRESENTATION AND INTERPRETATION.......................... 36

4.1 Introduction ........................................................................................................... 36

4.2 The Effects of Leadership Behavior on Teachers’ Job Performance.................... 36

4.1.1a Head teacher consider teachers’ suggestions and thoughts in decision ................ 38

making for training criteria in school .................................................................... 38

4.1.2a Teachers view in meeting are considered in final decision-making ..................... 38

process at school administration ........................................................................... 38

4.1.3a Head teacher consults teachers on pass final resolution in school ........................ 39

4.1.4a Head teacher allow teachers to demonstrate high degree of innovativeness,

initiative and creativity in decision making process at school .............................. 40

4.1.5a Head teacher encourages co-operation among teachers at decision making

process at school.................................................................................................... 40

4.1.6a Head teacher is uncomfortable on teacher’s decision that teachers made for

promotion in staff meetings................................................................................... 41

4.1.1b The use of internal memos from head teacher to teachers .................................... 43

4.1.2b Telephones call were used by head teachers to communicate with teachers ........ 43
 xi

4.1.3b Head teachers organizes meeting in schools ......................................................... 44

4.1.4b Head teacher uses a note of meeting ..................................................................... 44

4.3 The Dominant Leadership Style............................................................................ 48

4.4 The Leadership style that enhance teachers’ performance................................... 50

CHAPTER FIVE............................................................................................................. 59

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ................................ 59

5.1 Introduction ........................................................................................................... 59

5.2 Summary of the Study Findings............................................................................ 59

5.3 Conclusions ........................................................................................................... 67

5.4 Recommendations of the Study............................................................................. 68

5.5 Suggestions for further Studies ............................................................................. 70

REFERENCES................................................................................................................ 71

APPENDICES ................................................................................................................. 78
 xii

LIST OF TABLES

Table 3.1 : Distribution of demographic information ...................................................31

Table 4.1a: Respondents opinion on decision making ..................................................37

Table 4.1b: Respondents opinion on communication ....................................................42

Table 4 1c: Respondents Opinion on Delegation of Duties...........................................46

Table 4.2 : The dominant leadership style ....................................................................48

Table 4.3 : Statement relating to teachers Job Performance .........................................51

Table 4.4 : Leadership style enhancing teachers’ job performance ..............................53

 xiii

LIST OF FIGURES

Figure 1.1 : The Conceptual Framework of Leadership Style and Teachers’ Job .........7

Figure 2.1 : The Basic Idea Behind Path-Goal Theory................................................19

Figure 2.2 : Summary of the Major Components of Path-Goal Theory ......................22

Figure 3.1 : A Map Showing the Dar es Salaam Region .............................................27

Figure 4.1 : The Dominant Leadership Styles from the Selected Primary Schools.....50

Figure 4.2 : The suggested leadership styles that enhancing teachers’ job..................54
 xiv

APPENDICES

Appendix 1 : Questionnaire for Teachers ....................................................................78

Appendix 2 : Interview Guide for Headteachers and Deo’s ........................................83

Appendix 3 : Documentary Review Guide ..................................................................85

Appendix 4 : Research Clearance from the Open University of Tanzania (OUT) ......86

Appendix 5 : Research permit from Kinondoni Municipal Director ...........................87

Appendix 6 : Research permit from Temeke Municipal Director ...............................88

Appendix 7 : Research permit from Ilala Municipal Director .....................................89

 xv

LIST OF ABBREVIATIONS

DEO’s District Education Officers

DV Dependent Variable

ESDP Education Sector Development Programme

IV Independent Variable

MED – APPS Master of Education in Administration, Planning and Policy Studies

MOEVT Ministry of Education and Vocational Training

NECTA National Examination Council of Tanzania

OUT Open University of Tanzania

SPSS Statistical Package for the Social Sciences

SWOT Strength, Weakness, Opportunities and Threats

URT United Republic of Tanzania

 1

CHAPTER ONE

INTRODUCTION

1.1 Introduction

The study is about an assessment to different leadership style exhibited by head

teachers on teachers’ job performance. The study shows the effects of head

teachers’ leadership styles to the level of teachers’ job performance mainly in

primary school. It comprise five chapters. This chapter categorized into different

levels as shown bellow.

1.2 Background to the Problem

Educational institutions are critical places where the next generation is educated and

school leaders bear a heavy burden of responsibility for their institutions. Leaders in

educational institutions are the same as leaders in other organization and inevitably

face the challenges of maintaining the goals of the institutions (Northouse, 2007). In

addition to school, leadership style and teachers’ job performance are another

critical factor affecting school effectiveness. The kind of leadership style that goes

with teachers’ job performance in educational setting has remained a problem in

many countries over the world including Africa and Tanzania primary schools in

particular. According to House (1968), in the path goal theory, a leader does the

following: clarifies and sets goals together with the subordinates and properly

communicates to them. Besides, delegates duties to subordinates according to their

abilities, skills, knowledge and experience. The leader further helps the

subordinates to find the best path for achieving the desired goals. Defines positions

and task roles by removing barriers to performance and promotes group

 2

cohesiveness and team effort. The leader finally increases personal opportunities

for performance as well as improving working performance by reducing stress,

making external controls and people’s expectations clearer.

Globally, educating a nation remains the most vital strategy for the development of

the society throughout the developing world. The effect of leadership style on

academic performance has been widely debated in recent scholarly work. Only a

small fraction of available studies on school leadership deal with its effects on

teachers’ job performance (Namusonge, 2015).

Teachers in developing countries work under conditions that are different from

those in developed countries. Osei (2006) notes that, broadly, teachers in many

African countries work in overcrowded classrooms (40-80 pupils in a class), mainly

due to a considerable increase in student enrolment in primary and secondary

schools. Poor school facilities (lack of basic teaching materials, and absence of

sufficient equipment for laboratories) and inadequate infrastructure also seem to

add to the despair of the unmotivated teachers (Raina and Dhand, 2000). According

to Namusonge (2015) state that, head teachers’ are the academic and administrative

heads of the school, responsible for the academic and disciplinary performance of

the school, and ensure that moral values are taught and upheld in the school. The

head teachers must manage tasks professionally which include setting for education,

seizing new opportunities and coping with change, maintaining a committed staff,

managing effective teams, developing an effective communication system,

allocating and managing resources effectively, participating effectively, staff

 3

management, managing time effectively and evaluating the school curriculum. In

this regard, the teachers’ job performance could be measured through annual report

of his/ her activities in terms of teaching, lesson preparation, and lesson

presentation, mastery of subject matter, competence, teachers’ commitment to job

and extra-curricular activities. All of these were depend on the way head teachers

lead them.

Mwalala (2008) found that, the lack of leadership skills by head teachers is a major

factor contributing to poor performance in national examination. The school head

teacher will have to engage the teaching staff in their teaching through use of

appropriate leadership styles in order to succeed in redirecting staff effort and in

creating a conducive climate for students to improve performance in academics.

The researcher was therefore interested on assessing the leadership styles used by

head teachers in school setting. It was doing so because the study area was not yet

empirically established more in the Tanzanian context.

1.3 Statement of the Problem

In some schools, pupils and teachers have protested and removed school heads from

their offices. It was observed that, differences in leadership styles used by head

teachers resulted to variation in teachers’ job performance in schools. Frequently,

conflicts between teachers and head teachers, poor attendance of teachers and

teachers’ truancy during the working hours are said to be related to head teachers’

leadership style. Nguni et al (2006) argue that, one of the major problems leading to

this was lack of effective leadership. Despite the increase in administrative

 4

responsibilities, head teachers still view themselves as responsible for supervising

teaching and learning activities in the school, including teacher professional

development. According to URT (2008), In Strength, Weakness, Opportunities and

Threat (SWOT) analysis of Education Sector Development Programme (ESDP),

argue that the weakness of management and governance of primary education are

Lack of Instructional leadership, Low teacher supervision, Ineffective whole school

development plan and lack of clear and effective management appraisal system at

school. Thus, the above situation prompts a researcher to conduct this study aiming

at assessing the head teachers’ leadership styles as it can influence the teachers’ job

performance. Therefore a researcher would try to answer three basic questions as

mentioned bellow.

1.4 Objectives of the Study

1.4.1 The Main Objective

The main objective of the study was to assessing the effects of head teachers’

leadership styles on teachers’ job performance in selected primary schools in Dar es

Salaam region.

1.4.2 Specific Objectives

The following are the specific objectives of the study

i. To examine the effects of leadership behaviors on teachers’ job

performance.

ii. To identify the most dominant leadership style exhibited among head

teachers.
 5

iii. To identify the leadership style used by head teachers that enhances

teachers’ job performance.

1.5 Research Questions

The following were the research questions for the study

i. What are the effects of leadership behavior on teachers’ job performance?

ii. Which is the most dominant leadership style exhibited among head

teachers?

iii. What are the leadership styles used by head teachers that enhances teachers’

job performance?

1.6 Significance of the Study

A number of benefits are expected from this study. First, the findings of this study

would help to improve head teachers and teachers working relationships as well as

improving the teaching performance. Second, the study would provide information

and insights useful not only to policy makers and practicing educational

administrators, but also to teachers and other stakeholders in the Tanzanian

educational settings. Third, the study would contribute to new knowledge and the

availability of literature on educational management, leadership and administration.

Fourth, the study findings would also contribute to the pool of knowledge on

teachers’ job performance. Also it is vital for the present and future scholars in

regard to an assessment of head teachers’ leadership styles on teachers’ job

performance. Lastly the study would also be a conditioning for the fulfillment of the
 6

requirements for the award of a master’s degree in Educational administration

planning and policy studies of the Open University of Tanzania.

1.7 Conceptual Framework

Conceptual framework refers to the tool in research that aims at enabling the

researcher to develop awareness and understanding of the situation under scrutiny

and to communicate it to the reader (Kombo and Tromp, 2006). A well formed

conceptual framework enables the researcher to show how the basic concepts and

constructs interacts each other in the actual setting and experience within which the

research study is conducting. This study develops a conceptual framework that

addresses the interaction and relationship between head teachers’ leadership style

and teachers’ job performance. This framework suggests that the independent

variable is conceptualized as consisting of three leadership styles (democratic,

autocratic and laissez-faire) measured in form of head teachers involvement in

decision making, communication to teachers and delegation of duties to teachers

while the dependent variable was teachers’ job performance which is

conceptualized as scheme, lesson, and material preparations, teaching and learning

aids preparation, assessment and extra-curricular activities.

 7

LEADERSHIP BEHAVIOR

Decision making
Communication
Delegation of duties

LEADERSHIP STYLE (IV)

Autocratic
Democratic
Leissez-fair

TEACHERS’ PERFORMANCE
(DV) EXTRANEOUS VARIABLES

Preparation of Lesson plan Responsibilities………Specialization.

Students’ assessments Experience……………Qualification
Involvement in extra - curricular Load per week………. Learning
activities environment
Completion of syllabus

Source: Adopted from Onen (2008) pg16

Figure 1.1: The Conceptual Framework of Leadership Style and Teachers’ Job
Performance

1.8 Scope of the Study

The study was conducted in Dar es Salaam region. It could have been a good idea to

conduct the study to cover all regions in Tanzania. However, due to lack of funds,

the study focused only Dar es Salaam region at six selected primary schools in Dar

es Salaam. These schools were Kiwalani, Yombo, Mbagala, Mbagala Kuu,

Kijitonyama Kisiwani and Mabibo primary schools. Thus the study was focused on
 8

leadership styles only as the factor that influence teachers’ job performance through

the area of communication, decision makes and delegation of duties between head

teachers and teachers in the school setting.

1.9 Limitations and Delimitation of the Study

Limitations of the Study

Even though the research has attained its objectives, there were some unpreventable

limitations. First, while there are various models of leadership style, due to the limit

of time, finance and material resources; this research was not incorporating all

models to see teacher’ job performance. The investigation was run by focusing on

the three leadership styles and teachers performance. Styles, which are prepared

based on House (1968) path goal theory of leadership. In addition because of the

limits mentioned above, this research was conducted on government primary school

in Dar es salaam region. Therefore, it was difficult to generalize the result for both

government and private schools. Furthermore, the lack of similar research works on

the issue investigated in the study area impedes the researcher from consulting more

findings in the literature as well as in the discussion part. Despite of all those

limitations, the researcher managed to collect relevant data from the study by

educating them the purpose of the study as it was for academic purpose only.

Delimitations of the Study

The study was delimited in both content wise and geographically. The contents

were delimited to assessing the effect of independent variables on dependent

variables based on path goal theory of leadership. However there are number of

leadership theories, the coming researcher were encouraged to employ the other
 9

theories on studying this. Geographically the scope of this study was delimited to 6

primary schools of Dar es salaam region. This means it does not include secondary

schools found under the study area. Therefore, the finding of this research was

generalized for public primary schools of Dar es salaam Region without considering

secondary one or private schools of nearby.

1.10 Definitions of the Key Terms and Concepts

Assessment

In this study a researcher define a term assessment as the systematic basis for

making inferences about the leadership style and teachers’ job performance. It

involves the use of empirical data on teachers’ job performance to refine the

leadership style and hence improve teachers’ job performance.

Leadership

This study defined leadership as the ability to influence the behavior of others to

acts in a group with common interests to acquire the effective teachers’ job

performance.

Leadership Style

The study define Leadership style as the behavior orientation of headteachers in

which headteachers influence teachers on their working performance.

Teachers’ Job Performance

From this study, teachers’ job performance refers to the assessment of the

performance of teachers basing on his/ her instructional competence, quality,

 10

attendance, professional and personal characteristics. The teacher job performance

also considered as the act of scheming, lesson planning, and assessment of students

through giving tests, exercises and participation in extra-curricular activities of the

schools.

1.11 Organization of the Dissertation

The study has five chapters. The first chapter is the introduction chapter, which

includes; background of the study and the reasons to why the study is done. Also

the objectives of the research and the research questions, significance and scope of

the study, limitation and delimitation of the study, conceptual framework and

definition of the key terms and concepts were presented in this chapter. The second

chapter is the literature review. In this chapter the researcher discussed various

readings about the study. Presented different issues related to leadership style and

teachers’ job performance and the theory presentation. Chapter three describes the

research methodology. Here the researcher show the study area of the work,

research approach, research design, population, sample size and sampling

techniques, data collection methods and instruments, data analysis and

interpretation, validity and reliability of the study. Lastly, ethical issue

considerations are discussed. Chapter four dealt with the presentation, analyses and

interpretation of the data. The chapter involve the discussion of findings follows the

order of objectives of the study. Finally, chapter five summarizes the main

findings, conclusions and gives recommendations.

 11

CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This chapter reviews literature related to the subject of leadership styles and

teachers’ job performance. The chapter further presents a review of different

literature on the leadership styles and teachers’ job performance in Tanzania and

elsewhere in the world. It also identifies the research gap that the study intended to

fill.

2.2 The Concept of Leadership Styles and Teacher’s Job Performance

Since the success of an organization is reliant on the leader’s ability to optimize

human resources. A good leader understands the importance of employees in

achieving the goals of the organization, and that to motivate the employees is

important in achieving these goals. It has been widely accepted that effective

organizations require effective leadership and that organizational performance will

suffer in direct proportion to the neglect of this (Fiedler and House, 1988).

Furthermore, it is generally accepted that the effectiveness of any group of people is

largely depended on the quality of its leadership. Effective leader behavior

facilitates the attainment of the follower’s desires, which then results in effective

performance.

2.3 Leadership Styles

Every leader in every organization performs a certain task for the smooth running of

the organization and improvement of organizational performance. As a result,

 12

Ezeuwa (2005), saw it as the act of influencing people so that they strive willingly

and enthusiastically towards the accomplishment of goals. In the same manner,

Ukeje (1999) observes that leadership means influencing people to work willingly

with deal towards the achievement of the corporate goals. A leader cannot work

alone; he/ she must have people to influence, direct, carry along, sensitize and

mobilize towards the achievement of the corporate goal. This means that, a leader

performs these roles and directs the affairs of the organization is referred to as

his/her leadership style. Leadership style therefore is the way a leader leads. Some

leaders are more interested in the work to be done than in the people they work with

while others pay more attention to their relationship with subordinates than the job.

Whether a leader emphasizes the task or human relations is usually considered

central to leadership style. Chandan (1987), define leadership style is the ingredient

of personality embodied in leaders that causes subordinates to follow them.

Omolayo (2009) identified different styles of leadership. They are autocratic,

democratic and laissez-faire. An autocratic leader defines his goals and facilitates

group movement toward them.

This type of head teacher decides everything and tries to manipulate the teachers

into approving his ideas on how the school should function. An autocratic leader

does not trust anybody. A democratic head teacher helps the members of his staff

define their own goals and facilitates action towards these goals. Democratic

leadership can improve group efficiency and improved production and follows

member participation in defining specific production goals. The Laissez-faire leader

allows the employee to make the decisions. The leader tends to avoid power and
 13

authority. The following are the common types of leadership style that were used in

this study.

2.3.1 Democratic Leadership Styles

Democratic leadership refers to a situation where there is equal work among leaders

and followers. According to Goldman (2002), democratic organizations typically

have the following six characteristics: policies are determined by a group of

organizations, technical and job performance measures are discussed so they are

understood by all, leaders provide advice to members in regards to implementing

tasks, members are free to choose with whom they work, the group determines the

distribution of tasks, and leaders try to be objective in giving praise and criticism.

Goldman (2000) states that leaders using a democratic style of leadership build

consensus through participation, but these leaders also expect a higher level of

excellence and self direction. The democratic style of leadership emphasizes group

and leader participation in the making of policies. Decisions about organizational

matters and were success after consultation and communication with various people

in the organization.

Njuguna (1998) argues that, head teachers rated as being democratic have high

academic performance than autocratic head teachers. Leaders who use democratic

style in decision-making encourage group discussion and believe in decision-

making through consensus. Democratic leaders still make the final decision, but do

so only after carefully considering what other group members have said. Usually,

their decision goes with the majority. In a school set up, the head teacher has to
 14

consult school board, teachers and sometimes student’s leaders before any decision

was made. Whereas this method is considered to be effective, the time that it takes

to reach a group consensus can be crippling for a project. In order for every group

member to be heard, discussion can last for a very long time. This can led to

frustration and especially where there is need for urgency. The following are the

four types of democratic leadership style.

Participative Style

The leader who employs this style consults with subordinates for ideas and takes

their ideas seriously when making decisions. This style is effective when

subordinates are well motivated and competent (Lussier and Achua, 2001).

Consultative Styles

The leader has substantial but not complete confidence and trust in the employees.

Although general decisions are made by the leader, he/she seeks the opinions of the

employees, but he makes the final decision. The employees have positive attitudes

toward the organization, the manager and their work. When the employees feel that

enough consultation has not taken place, they publicly accept orders from the

manager, but sometimes covertly resist the order by insubordination, especially

when the manager decides on majority rules principle (Owens, 1981).The manager

consults through relevant channels, with subordinates. They in turn consult with

him/her on matters they would like to bring to his/her attention (Brownwell, 1985).

Control is mainly at the top. Middle management usually delegates tasks to control

subordinates at lower levels. This is done in terms of appraisal, evaluation and

 15

supervision. Subordinates perceive control as a way of maintaining the set standard

(Ukeje, 1992).

Directive Style

Directive leadership style is similar to the task-oriented style. The leader who uses

this type of leadership style provides teachers with specific guidelines, rules and

regulations with regard to planning, organizing and performing activities. This style

is seemed to be appropriate when the subordinates’ ability is low and or the task to

be performed is complex or ambiguous. Work performance is increased when the

leader gives more directives (Hoy and Miskel, 2001).

Supportive Style

Supportive leadership style is more of a relationship-oriented style. It requires the

leader to be approachable and friendly. He/she displays concern for the well being

and personal needs of the subordinates. He /She creates an emotionally supportive

climate. This style is effective when subordinates lack self-confidence; work on

dissatisfying or stressful tasks and when work does not provide work performance

(Hoy and Miskel, 2001).

Achievement-Oriented Style

In this style, the leader sets challenging but achievable goals for the subordinates.

He/she pushes work improvement, sets high expectations for subordinates and

rewards them when the expectations are met. That is, the leader provides both high
 16

directive (structure) and high supportive (consideration) behavior. This style works

well with achievement-oriented subordinates (Lussier and Achua, 2001).

2.3.2 Autocratic Leadership Styles

Autocratic leadership refers to a system that gives full empowerment to the leader

with minimal participation from the followers. Yukl (1994) found that, autocratic

leaders tend to have the following five characteristics: they do not consult members

of the organization in the decision-making process, the leaders set all policies, the

leader predetermines the methods, the leader determines the duties of followers, and

the leader specifies technical and performance evaluation standards. Since this style

of leadership usually only involves one person deciding, it permits quick decision-

making. Although the autocratic style is relatively unpopular, in certain

circumstances it can be an effective strategy, especially when the leader is short on

time and when followers are not productive.

2.3.3 Laissez-Faire Leadership Styles

Laissez-Faire leadership is when leaders are hands-off and allow group members to

make the decisions. With this style, freedoms are fully determined by group goals,

techniques, and working methods. Leaders rarely intervene. Laissez-faire style is

described by Hackman and Johnson (2009) as the most effective style, especially

where followers are mature and highly motivated. Laissez-faire leadership style

allows complete freedom to group decision without the leader’s participation. Thus,

subordinates are free to do what they like. The role of the leader is just to supply
 17

materials. The leader does not interfere with or participate in the course of events

determined by the group (Talbert and Milbrey, 1994).

2.4 Teacher’s Job Performance

According to Mullins (2002), subordinates need motivation, development and

guidance in order to perform well in the right areas. The head teacher needs to

understand on how to make work more satisfying for staff and to overcome

obstacles to effective performance. The strength of performance management in

education is located firmly in the work of Individual teachers. Fundamentally the

paradigm for performance management is strong leadership and management

(Tranter and Percival, 2004). Research has found out that the behavior of managers

and their style of management will influence the effort expended and level of

performance achieved by subordinate staff (Mullins, 2002).

A teacher is a dynamic force of the school. A school without a teacher is just like a

body without the soul, a skeleton without flesh and blood and a shadow without a

substance. To discharge their teaching work effectively teachers need to have a

suitable and properly resource, working environment, need to be adequately

compensated to increase their commitment to their duties, adequately informed to

promote innovations, involving in decision making, well maintained and furnished

school buildings as well as sufficient classroom materials and resources.

2.5 Theories that Guide the Study

Though the concept of leadership began to surface during the 1700s, scientific

research on the topic did not begin until the 20th century (Bass, 1985). A number of
 18

leadership theories were developed during the 20th century due to intensive research

on the subject, addressing the construct of leadership from different perspectives.

According to Bennis and Nanus (1985), all of the ambiguous and difficult areas in

social psychology, leadership theory remains at the top, because more has been

written and less known about leadership than about any other topic in the behavioral

sciences. The following is a brief account for one of the leadership theories, which

were developed over the years.

Path-Goal Theory

This study used the Path-Goal model, Path-Goal model is a theory based on

specifying a leader's behavior that best fits the employee and work environment in

order to achieve a goal (House and Mitchell, 1974). The goal is to increase

employees' motivation, empowerment, and performance so they become productive

members of the organization. Path-Goal is based on Vroom's (1964) expectancy

theory, in which an individual will act in a certain way based on the expectation that

the act will be followed by a given outcome and on the attractiveness of that

outcome to the individual. The path-goal theory was first introduced by Evans

(1970) and then further developed by House (1971). The path-goal theory can best

be thought of as a process in which leaders select specific behaviors that are best

suited to the employees' needs and the working environment so that they may best

guide the employees through their path in the obtainment of their daily work

activities (goals) (Northouse, 2013).

 19

Figure 2.1 : The Basic Idea Behind Path-Goal Theory

Source: Northouse, (2013)

The leader shows the subordinates a clear path to follow and how to remove

obstacles to the goal productivity by the following steps.

i. Determine the employee and environmental characteristics

ii. Select a leadership style

iii. Focus on motivational factors that will help the employee performance

Employee Characteristics

Employees interpret their leader's behavior based on their needs, such as the degree

of structure they need, affiliation, perceived level of ability, and desire for control.

For example, if a leader provides more structure than what they need, they become

less motivated. Thus, a leader needs to understand their employees so they know the

best way to motivate them. Overcoming obstacles is a special focus of path-goal

theory. If an obstacle becomes too strong, then the leader needs to step in and help
 20

the employee select a path to work around it. Some of the more difficult task

characteristics that often arise are:

 Design of the task - The design of the task might call for the leader's

support. For example, if the task is ambiguous, then the leader might have to

give it more structure or an extremely difficult task might call for leader

support.

 Formal authority system - Depending upon the task authority, the leader can

provide clear goals and/or give the employee control.

 Work group - If the team is non-supportive, then the leader needs to be

cohesiveness that provides enthusiasm, and devotion to all team members.

Leader’s Behavior

The independent variables of Path-Goal Theory are the leader's behavior. The

leader adjusts her style of behavior to the employee and task characteristics so that

the employee's motivation is to excel at their goal. House and Mitchell (1974)

defined four types of leader behaviors or styles: Directive, Supportive, Participative,

and Achievement (explained in detail below). These were based on two factors that

were identified by an Ohio State University study behaviors (Stogdill, 1974). The

factors are mentioned bellow.

 Consideration: relationship behaviors, such as respect and trust.

 Initiating Structure: task behaviors, such as organizing, scheduling, and

seeing that work is completed.

 21

The behaviors explained below were, Directive, which was based on initiating

structure. While the other three (achievement, participative, and supportive) were

based upon consideration. So the four path-goal types of leader behaviors are:

 Directive: The leader informs her followers on what is expected of them,

such as telling them what to do, how to perform a task, and scheduling and

coordinating work. It is most effective when people are unsure about the

task or when there is a lot of uncertainty within the environment.

 Supportive: The leader makes work pleasant for the workers by showing

concern for them and by being friendly and approachable. It is most

effective in situations in which tasks and relationships are physically or

psychologically challenging.

 Participative: The leader consults with his followers before making a

decision on how to proceed. It is most effective when subordinates are

highly trained and involved in their work.

 Achievement: The leader sets challenging goals for her followers, expects

them to perform at their highest level, and shows confidence in their ability

to meet this expectation. It is most effective in professional work

environments.

The researcher selected this path goal theory as relate to the study on the leaders'

behavior and other leadership styles that may be used depending upon the situation.

For example, House (1996) defined four other behaviors of Work Facilitation,

Group Oriented Decision Process, Work Group Representation and Networking and

Value Based. As noted earlier, the independent variables of Path-Goal Theory are

the leaders' behavior, thus the path–goal theory assumes that people (leaders) are
 22

flexible in that they can change their behavior or style, depending upon the

situation. The leader’s job is to help subordinates reach their goals by directing,

guiding, and coaching them along the way. Leaders must evaluate task and

subordinate characteristics and adapt leadership style to these. Hence the theory

suggests which style is most appropriate for specific characteristics.

Figure 2.2 : Summary of the Major Components of Path-Goal Theory

Source: (Northouse, 2013).

2.6 Empirical Studies

This section reviews some selected research work related to leadership in Tanzania

and other outside the country. This review is important as Tayie (2005) noted that it

provides information about what was done in the related filed, how it was done and

what results were generated.

 23

Adeyemi (2013), on the study of “Head Teachers’ Leadership Styles’ and

Teachers Job Performance in Primary Schools” found that, the democratic style of

leadership should be upheld and used by all head teachers’ of primary schools in

Ekiti State, Nigeria in their day to day administrative duties. Also head teachers’ of

primary schools in State should continue to use the democratic leadership style by

delegating authority to staff in order to facilitate better job performance among

teachers in the schools.

Osabiya (2015), on the study of “The Impact of Leadership Style on Employee’s

Performance in an Organization” found that, Democratic and pacesetting leadership

style should be adopted as the democratic-style give room for employee

participation in decision-making while pacesetting in situational leadership style.

The organization should also formulate polices, which will encourage leaders to

empower employees to be part owner of the organization.

Kawooya (2010), in the study of “Effect of Leadership Styles on Employee

Performance in Kampala District Council” found that, the corporate leadership style

in Kampala district council would further empower their employees by developing

teams and according to some measure of power and authority to these teams. in this

way, employees would ignite their potentials, feel part of the organization and

perform maximally for the organization. Also it was important for the district

council to reduce laissez-faire leadership by designing performance procedures that

promote professional performance guidelines that create a sense of responsibility to

employees.
 24

Chirchir (2014), on the study of “Leadership Style and Teachers Commitment in

Public Primary Schools in Bomet County, Kenya” found that, Teachers perceived

their head teachers to practice transformational leadership more than transactional

leadership approaches. This suggests that subordinate teachers perceived their head-

teachers to display transformational leadership approaches more than transactional

and laissez-faire leadership styles in running their schools.

Nguni et al (2006), studied on “Transformational leadership behaviors in both

primary and secondary school settings in Tanzania”. The study findings showed

that the group of transformational leadership behaviors had strong to moderate

positive effects on value commitment, organizational citizenship behavior in

primary schools.

Kashagate (2013), studies on “Influence of Leadership Style on Teachers’ Job

Performance in Tanzania” has been found that, the study failed to collect sufficient

data to support the theoretical frame work of the study which this study claimed to

hold explanations about the influence of leadership style on teacher’s job

performance in public secondary schools in Tanzania. so the study concludes that

the frame work has shown some signs that can explain the problem and there is the

need for the frame work to be tested in another area in Tanzania for further

investigation on its explanatory power.

 25

2.7 Research Gap

The literature reviews depicts that, the study was more established out of Tanzania.

Since it was not yet well empirically established in the Tanzanian context. The

study intended to fill the gap by focusing on primary schools from Tanzania. In that

sense “An Assessment of the effects of Head teachers’ Leadership Style on

Teachers’ Job Performance in Selected Primary Schools in Dar es Salaam” had

therefore employed. This study intended to assess the effects of head teachers’

leadership styles on teachers’ job performance in different area from the previously

study.
 26

CHAPTER THREE

RESEARCH METHODOLOGY
3.1 Introduction

This chapter outlines the procedures that were used in conducting the study. It

focuses on the research design, target population, sample size and sampling

procedure, research instruments, instruments validity and reliability, data collection

procedure and data analysis techniques.

3.2 The Study Area

The study was conducted in Dar es Salaam Region. Dar es Salaam Region is one of

Tanzania's 30 administrative regions. According to the 2012 national census, the

region had a population of 4,364,541. It was also the most densely populated region

with 3,133 people per square kilometer. Dar es Salaam Region is divided into three

administrative districts namely; Ilala, Temeke and Kinondoni. According to

NECTA (2015) Dar es Salaam region has a total of 534 primary schools which was

registered for primary school leaving examination, of which Kinondoni contains

236 primary schools, while Temeke has a total of 139 and Ilala has got 159 primary

schools. Dar es Salaam Region was selected by a researcher as, for the past ten

years, Dar es Salaam Region normally performed well when compared by other

regions. This influenced a researcher to conduct a study to see if this good

performance relates to head teachers leadership style on teachers job performance.

 27

Figure 3.1 : A Map Showing the Dar es Salaam Region

Source: Dar es Salaam Regional Administrative Office (2016)

3. 3 Research Approach

The study employed both qualitative and quantitative approaches in order to obtain

relevant and in depth data that would fulfill the stated objectives. Kombo and

Tromp (2006), clarify that qualitative research is a form of research that involves

description to the obtained data. It enables a researcher to relate particular aspects

of behavior to the wider context. Therefore this study used qualitative approach to

enable the researcher to get direct explanations and views of respondents through
 28

interview as well as documentary reviews. According to Kothari (2004),

quantitative approach involves the generation of data in quantitative form which can

be subjected to rigorous quantitative analysis in a formal and rigid fashion. In this

study the quantitative data was obtained through questionnaires. This approach

aimed to enable the quantification of some information in frequencies and

percentages.

3.4 Research Design

This study employed descriptive survey design. Descriptive survey designs are used

in preliminary and exploratory studies to allowed the researchers to gather

information about people’s attitudes, opinions, habits or any other characteristics of

a particular individual, group, summarize it, present and interpret the data collected

for the purpose of clarification (Orodho, 2005). This design was ideal because the

study sought to examine in detailed the leadership styles as an independent variable

and teachers’ job performance as dependent variable. In this study, the design also

assisted in analysis of both the qualitative and quantitative data since the researcher

used semi-structured questionnaires to collect data from the field.

3. 5 Target Population

Orodho (2005) defines population as all the items or people under consideration.

For this study, the target population consisted all Education officers from three

district namely; Ilala, Kinondoni, and Temeke district, head teachers and their staff

teachers from Kiwalani, Yombo, Mbagala, Mbagala Kuu, Mabibo and Kijitonyama

Kisiwani primary schools. The relevance of this targeted population to the study
 29

was the relationships between Education officers and head teachers to leadership as

well as relationships of teachers to job performance as it was on independent and

dependent variables respectively.

3.6 Sample Size

Mugenda and Mugenda (2003) define a sample as a small group obtained from the

accessible population. Each member in the sample is termed as a subject. Sampling

means selecting a given number of subjects from a defined population as

representative of that population. Any statement made about the sample should also

be true of the population (Orodho and Kombo, 2002). The sample size of the study

was 99 respondents of which 90 were teachers from Kiwalani, Yombo, Mbagala,

Mbagala Kuu, Mabibo and Kijitonyama Kisiwani primary schools, also three

district educational officer and six school heads were involved.

Response Rate from the Sample Size

From the data collected, out of the 90 questionnaires administered, 88 were filled

and returned, and the whole 9 interviewees were presents. This made 98% as Table

3.1 shows bellow. According to Bailey et al (2000) assertion that, a response rate of

50% is adequate, while a response rate greater than 70%s is very good. This implies

that based on this assertion; the response rate in this case of 98% is very good. This

high response rate can be attributed to the data collection procedures, where the

researcher pre-notified the potential participants and applied the drop and pick

method where the questionnaires were picked at a later date to allow the

respondents ample time to fill the questionnaires. The study took into consideration
 30

the respondents personal characteristics and their distributions to give general

information about respondents and to assist the researcher understanding on the

findings. The variables were included gender, age, academic qualifications, years of

working with present head of school and their responsibility in school. The

respondents were district educational officers, head teachers, and teachers, from Dar

es Salaam region. Many respondents were teachers from primary schools. But few

were district educational officers. Their characteristics included gender, age, marital

status, working experience, and academic qualification as discussed below.

3.7 Sampling Techniques

The study used purposive sampling to select district educational officers, and head

teachers. Simple random sampling was adopted to select teachers from each school.

A record of all staff members (Male and Female) were obtained from the office of

the particular school by request. Primary school teachers in each school were

assembled in the staff room where respondents were selected using a lottery

method.
 31

Table 3.1 : Distribution of demographic information

SCHOOL
CATEGORIES TEACHERS HEADS DEO TOTAL
Female 64 2 2 68
72.7% 33.3% 66.7% 70.1%
Gender Male 24 4 1 29
27.3% 66.7% 33.3% 29.9%
Total 88 6 3 97
100% 100% 100% 100%
20 – 29 8 - - 8
9.1% 8.3%
30 – 39 54 2 - 56
61.4% 33.3% 57.7%
Age Group 40 – 49 22 4 1 27
25% 66.7% 33.3% 27.8%
50-59 4 - 2 6
4.5% 66.7% 6.2%
Total 88 6 3 97
100% 100% 100% 100%
Married 51 5 3 59
57.9% 83.3% 100% 60.8%
Marital Status Single 37 1 - 38
42.1% 16.7% 39.2%
Total 88 6 3 97
100% 100% 100% 100%
0–1 5 - - 5
5.7% 5.2%
2–5 20 1 - 21
Working 22.7% 16.7% 21.6%
Experience 6+ 63 5 3 71
71.6% 83.3% 100% 73.2%
Total 88 6 3 97
100% 100% 100% 100%
Certificates 53 - - 53
60.2% 54.6%
Diploma 31 3 - 34
35.2% 50% 35.1%
Academic Bachelor 4 3 2 9
Qualification 4.6% 50% 66.7% 9.5%
Masters - - 1 1
33.3% 1%
Total 88 6 3 97
100% 100% 100% 100%
88 6 3 97
Grand Total
90.7% 6.2% 3.1% 100%
Source: Analysis of demographic information of teachers, school heads and
DEO who responded to the questionnaire and participated in
interview.
 32

3.8 Data Collection Methods and Instruments

To answer the research questions it was required to collect both primary and

secondary data. Data collection methods included the Instruments which were

questionnaires, interviews and documentary review. The research questionnaire

method was used to collect and interpret the quantitative data while documentary

review and interview were used to collect data from the views of respondents and

information from established checklists. The primary data was collected using in-

depth interviews, reviewing of documents as well as semi-structured questionnaires.

Primary data was collected through field research from teachers and head teachers

as the main source of data. The documentary review as a secondary source of data

involve an intensive review of relevant literature from books, journals, websites and

individual writing exercises. The aim was to review the level of teacher job

performance, definitions, head teachers’ interactions as well as supervisions.

3. 8.1 Questionnaires

Questionnaires containing both closed and open-ended questions (semi-structured),

ranking, and rating questions are self-administering to teachers. The researcher was

collected the data from schools with the help of the head teachers. This method of

data collection was due to its less expensive to reach more people within a short

period of time, it is also more convenient to respondents in school as they have tight

in teaching and learning activities. It covers a variety of topics in a brief amount of

time, helped to establish relationship with participants, and it was easier to

communicate results.
 33

3.8.2 Interviews

The second method that was used to collect data was through the use of semi-

structured interviews. The interviews were conducted on a one-to-one basis and

voice recorded. The interviews were conducted with the head teachers and

education officers to whom were familiar with teacher performance, supervision

and leadership skills.

3.8.3 Documentary Review

The data collected through the review of documents enabled the researcher to cross

check the consistency of the data collected through the questionnaires and

interviews (Borg and Gall, 1998). In this study the documentary review technique

was focused on the analysis of lesson plan books, schemes of work, school class

journals and subject log books with the aim to obtain the data on teachers’ job

performance. Through documentary analysis the researcher were in a position of

finding out the extent of teachers’ performance in their jobs with the applied head

teachers’ leadership style.

3.9 Data Analysis and Interpretation

Data analysis is a process which imply editing, coding, classification and tabulation

of collected data (Kothari, 2004). This is very important step toward finding the

solution to the problem under study (Bogdan and Bicklen, 1992). Shaughnessy

(2003) state that, the most commonly data analysis technique used in qualitative

study is content analysis. This study combined both qualitative and quantitative

methods to collect data in the field research mainly by employing the self
 34

administered semi-structured questionnaires and interview guided in order to

answer the research questions. Thus the data obtained by a researcher from

interview and documentation were analyzing and presenting qualitatively through

content analysis as per research objectives and questions. While data collected by

questionnaires were analyzed numerically. A researcher was edited, coded,

classified and tabulated through frequencies, charts and percentages by using

statistical package for social study (SPSS) software.

3.10 Validity and Reliability of the Study

Validity of the Study

According to Omari (2011), he defined validity of instrument as what instrument is

capable of measuring what is supposed to measure accurately, effectively and

efficiently. To make the instruments valid and the pilot study was conducted at one

the primary school from Temeke district (Kizinga Primary School) before the data

collection. From there the identified errors were corrected and made the meaning of

the questionnaire to be very clear and hence easy for respondent to understand.

According to Stake (2003) a good case study research follows disciplined practices

of analysis and triangulation to tease out what deserves to be called experiential

knowledge from what is opinion and preference. To ensure a triangulation, a

researcher took a time to collect data with the questionnaires, interviews as well as

documentary reviews so as to make it valid.

 35

Reliability of the Study

Reliability is the accuracy of work in the research. For the research to be reliable it

must prove that if it were to be done on a similar group of respondents in a similar

context the similar results would be found. Also the instrument is said to be reliable

if it tends to give the researcher consistent results across time, place and similar

instruments irrespective of who is using it (Omari, 2011). According to Gall et al

(2007) reliability is used to measure quality of the research in qualitative paradigm.

Through the pilot study from the similar group conducted, the same results were

found. Also interviews with semi structured questions methods which was used

were show the same answers hence evidenced of reliability. This was due to the

using of multiple methods as questionnaire, interview and documentary reviews.

3.12 Ethical Consideration

The study took into consideration all ethical issues in each stage. Researcher

requested a letter of permission from all relevant authorities including the Open

University of Tanzania authority, Regional education office, districts and schools

authorities. This enabled the researcher to be trusted from the respondents in the

field. The respondents were informed before the study and making them free and

aware when they respond. Also the researcher observed the privacy right of the

respondents by ensuring the confidentiality of the information provided. Finally the

researcher ensured that neither names nor personal identities are associated with the

information they provide.

 36

CHAPTER FOUR

DATA ANALYSIS, PRESENTATION AND INTERPRETATION

4.1 Introduction

The chapter presents, analyzes and discusses the data and findings for the current

study that deal with investigation of the assessment of head teachers’ leadership

styles on teachers’ job performance in selected primary schools in Dar es Salaam

region and it is organized into two main parts. The first part presents the

demographic data which were obtained by asking the participants to provide

personal information in the first part of the survey. The second part presents the

data or findings as per participant’s responses to the teacher job performance.

This part is divided into three sub-parts according to the three research

questions stated in chapter one.

The chapter goes further to provide answers of the research objectives which

includes; to identify leadership behaviors and its effects on teachers’ job

performance, to identify the most dominant leadership style exhibited among head

teachers, and the identification of the leadership style used by head teachers that

enhances teachers’ job performance. Presentation of findings is in form of brief

descriptions or explanations being directives, guiding or leading information.

Tables and graphs are also incorporated in the text carrying detailed information.

4.2 The Effects of Leadership Behavior on Teachers’ Job Performance

In this study, the first research objective aimed to examine the effects of leadership

behavior on teachers’ job performance. The assumption was that if head teachers
 37

are well trained on using strong leadership behaviors would improve their teacher’s

job performances. To achieve this objective only teachers (N= 88) were provided

with a questionnaires of three items looking at leadership style and teacher’s job

performance in primary schools. The questionnaire involves three points Likert

scales with options (1) agree, (2) Not Sure, (3) disagree. In this objective, a

researcher divided their answer into three categories looking as follows; decision

making, interactive communication, and delegation of duties. On discussing this, a

researcher used tables and explanation of each.

Table 4.1a: Respondents opinion on decision making

Responses
Items Agree Not Disagree Total
Sure
Head teacher consider teachers’ 57 16 15 88
1 suggestions and thoughts in decision 64.77% 18.18% 17.05% 100%
making for training criteria in school
2 Teachers view in meeting are 50 18 20 88
considered in final decision-making 56.82% 20.45% 22.73% 100%
process at school administration
3 Head teacher consults teachers on pass 53 20 15 88
final resolution in school meeting 60.22% 22.73% 17.05% 100%
Head teacher allow teachers to
4 demonstrate high degree of 50 20 18 88
innovativeness, initiative and 56.82% 22.73% 20.45% 100%
creativity in decision making process
at school
Head teacher encourages co-operation 55 13 20 88
5 among teachers at decision making 62.50% 14.77% 22.73% 100%
process at school
Head teacher is uncomfortable on 44 22 22 88
6 teacher’s decision that teachers made 50% 25% 25% 100%
for promotion in staff meetings
Source: Field work
 38

4.1.1a Head teacher consider teachers’ suggestions and thoughts in decision

making for training criteria in school

From the field, the data shows that, 57 (64.77%) of the respondents’ agreed that

head teachers consider their suggestion and thoughts in decision making for training

by the school administration. This means that majority of the primary school

teachers suggestion and thoughts were considered in decision making in meetings

organized by the head teachers. This showed that democratic leadership style was

practiced by head teachers in selected primary schools. this data correspond to

Okoye (1997) who viewed that, workers should be involved in decision that

concern them like general working conditions, fringe benefits and staff

development programs as this adds to the attractiveness of the organization climate

and for good performance. On the other hand, Yukl (1994) found that, autocratic

leaders tend to have the following characteristics: they do not consult members of

the organization in the decision-making process, the leaders set all policies, the

leader predetermines the methods of work, the leader determines the duties of

followers, and the leader specifies technical and performance evaluation standards.

Thus, safe to conclude that head teachers has got wider range of teachers’

suggestion and thought on criteria of training that are needed to enhance teacher

performance.

4.1.2a Teachers view in meeting are considered in final decision-making

process at school administration

The data from the field shows that, the respondents on whether their views in

meetings were considered in the final decision making of the school administration
 39

or not. Information in Table 4.1a indicated that, the majority of 50 (56.82%)

respondents’ opinions were in agreement with the fact that their views in meetings

are considered in final decision making of the school administration. This shows

that (56.82%) respondents of the selected primary school teachers’ views in Dar es

Salaam are considered in the final decision of the school administration. Goldman

(2000) states that leaders using a democratic style of leadership build consensus

through participation, but these leaders also expect a higher level of excellence and

self direction. Leaders have time to listen and share ideas with their followers. They

also tend to be more flexible and are responsive to one’s needs. They are able to

motivate teachers to participate in decision-making and are respectful. This means

that, the majority of the head teachers in the study area practiced democratic

leadership style that puts into consideration the views of their teachers for the

smooth running of their schools. However, there were few head teachers as showed

by (22.73%) of the teacher respondents who do not consider the views of their

teachers in final decision-making of the school administration. This is typical of

autocratic style of leadership which does not consider teachers’ views for proper

running of the schools.

4.1.3a Head teacher consults teachers on pass final resolution in school

meeting

The data from the study indicates that, 53 (60.22%) of the respondents’ agreed that

teachers were consulted by their head teachers in final resolutions in the school

meetings. Through a discussion with one of the district educational officer

recommended that,
 40

“…..in school meeting is a place where head teachers and teachers

sit together and discuss school issues that need solutions.”
So majority were rely on the consultation before final resolution which evidenced
as a democratic style of leading.

4.1.4a Head teacher allow teachers to demonstrate high degree of

innovativeness, initiative and creativity in decision making process at school

A researcher gathered the respondents’ data on whether their head teachers allow

teachers to demonstrate high degree of innovativeness, initiative and creativity or

not during the decision making process of the school. The result in Table 4.1a

reveals that 50 (56.82%) respondents’ opinions were in agreement that their head

teachers allow them to demonstrate innovativeness and creativity during decision

making process of the school. This clearly shows that the majority 50 (56.82%) of

the primary teachers in Dar es Salaam region are encouraged by their head teachers

to be creative and innovative during decision making process in the schools. Thus,

it is right to have in mind that, creative and innovative teachers bring new ideas that

are needed to achieve school goals and objectives.

4.1.5a Head teacher encourages co-operation among teachers at decision

making process at school

A researcher also wants to find out whether head teachers encourage cooperation or

not among the teaching staff during decision making process of the school. The

information in Table 4.1a clearly indicates that, most 55 (62.50%) of the primary

schools teachers in study areas are encouraged by their head teachers to have

cooperation during the decision making process of the schools. “Two heads are
 41

better than one”. This means that when two or more people sit and try solving a

problem together, they are able to make better decisions than one person. Oduro,

(2004) maintains that “problem-solving through consultation is impossible with a

single person’s wisdom.” Such head teachers who encourage cooperation among

teaching staff are democratic in personality. They know very well that teachers

cannot perform to their expectation unless they are in co-operated in school aspects

like decision making process.

4.1.6a Head teacher is uncomfortable on teacher’s decision that teachers made

for promotion in staff meetings

Table 4.1a shows the data from the field head teachers were comfortable or not with

the decisions teachers made for promotion in staff meetings. The result in Table

4.1a indicated that (50%) of selected primary schools teachers’ views in decision

makes head teachers comfortable. Therefore, the majority of primary schools head

teachers are comfortable to views of teachers in meetings; this is an indication of

democratic leadership style practiced by the primary school head teachers in the

study area that allows the exchange of views and ideas. Ezeuwa (2005) support the

fact that when people are part of decision making process, there is greater

opportunity of the expression of mind, ideas, existing disputes and more occasions

for disagreements and agreements.

During the interview with head teachers, one head teachers from Ilala Municipality
argued that,
“ in my school I normally involve my teachers in decision making in
all of decisions I make through staff meetings in which teachers
 42

participate in decision-making, setting meeting agenda, exchange

ideas and views of how to run the schools”.

While another head teacher from Kinondoni municipality said that,

“I used democratic style of leadership as it promotes unity,

cooperation, teamwork and hardworking among teachers, which in
turn enhances my teacher’s job performance‟.

The researcher went to establish the respondents’ opinion on how their head

teachers communicate to teachers. On this note, the respondents gave their opinions

and the results indicated in Table 4.1b.

Also, discussing this objective of the effects of leadership behavior on teachers’ job

performance, a researcher was looking on how the head teachers communicate with

their teachers daily. Table 4.1b shows the results as discussed below.

Table 4.1b: Respondents opinion on communication

Items Responses
Agree Not Sure Disagree Total
1 The use of internal memos from head 45 16 27 88
teacher to teachers 51.14% 18.18% 30.68% 100%

2 Telephones call were used by head 50 09 29 88

teachers to communicate with 56.82% 10.23% 32.95% 100%

teachers
3 Head teachers organizes meeting in 53 15 20 88
schools 60.22% 17.05% 22.73% 100%

4 Head teacher uses a note of meeting 57 16 15 88

64.77% 18.18% 17.05% 100%
Source: Field work
 43

4.1.1b The use of internal memos from head teacher to teachers

Table 4.1b shows that, the majority 45(51.14%) of the respondents’ were in

agreement that their head teachers send them memos when they want to

communicate to them. Supported by House (1968) in path-goal theory stipulates

that, for subordinates to perform well the leader has to guide or direct them through

verbal or written communication in form of notices, memos or meetings. This

reveals the elements of a democratic style of leadership where head teachers find it

easy to pass information to teachers through memos.

4.1.2b Telephones call were used by head teachers to communicate with

teachers

A researcher examined the respondents’ opinions on whether head teachers make

telephone calls when they want to talk to teachers or not. Results in Table 4.1b

indicate that, majority 50 (56.82%) of the respondents agreed that head teachers

make telephone calls when they want to talk to them. This implied that (56.82%) of

the primary school teachers in study areas are communicated by their head teachers

through telephone calls. Oxford (2005) found that communication as a process of

passing on information from one person to another. This was because it was quicker

and safer to talk to the teachers through telephone calls than other modes of

communication like; meetings or sending other teachers to pass information to the

needed staff member. This conclude that proper communication to teaching staff by

head teachers is a characteristic of a democratic leadership style and if well

practiced continuously and at all levels could yield to high job performance.
 44

4.1.3b Head teachers organizes meeting in schools

A researcher further investigated the respondents’ opinion on whether head teachers

organize meetings when they want to talk to teachers or not. The result in Table

4.1b indicated 53(60.22%) of the respondents agreed that their head teachers

organize meetings when they want to communicate to them. This shows that

majority (60.22%) of the primary school teachers in Dar es Salaam are

communicated to by their head teachers through meetings. Armstrong (2003)

further notes that, the more open, the culture is, the more open communication is

likely to be revealed to the subordinates (enhance teacher performance). This

indicates head teachers in the study area show the element of democratic style of

leadership where staff meetings are organized for teachers to exchange their views

with their superiors.

4.1.4b Head teacher uses a note of meeting

Also a researcher investigated the respondents’ opinions on whether head teachers

write notices in the staff notice board when they want to talk to teachers or not do it.

The data from the field as per Table 4.1b indicated that most (64.77%) of primary

school teachers in study areas are communicated by their head teachers through

notices written in the staff notice boards. According to Miller (1998),

communication plays a pivotal role in our daily lives. To articulate our ideas,

feelings, emotions and skills we communicate not only with verbal but also with

non-verbal methods. This is because staff notice boards are open and accessible to

every teacher to get information.

 45

When head teachers were asked on how they communicate to their teachers, they

responded that they organize meetings through which they talk to the teachers.

Others said that they communicate to teachers through telephone calls, memos and

passing information through other teachers. The researcher therefore notes that a

head teacher who communicates freely to the teaching staff through meetings,

memos and telephone calls practices democratic leadership style and usually such

communications encourage and gain information needed for teachers to execute

their duties and responsibilities well. On the other hand, a head teacher who does

not communicate to the teachers practices autocratic leadership style and this

usually discourages and impedes teacher performance because they are not availed

with information in time to do what is expected of them. However, a head teacher

who does not mind to communicate nor take seriousness in providing information

to teachers, practices laissez-faire leadership style and this usually makes teachers

lazy to perform what is expected of them.

Mullins (1993) identified that, delegation of authority as the authorization to

undertake activities that would otherwise be carried out by someone in a more

senior position. Cole (1996) described it as a process where by a leader or a senior

officer entrusts some of his authority to subordinates or team mates to perform

certain tasks or duties on his behalf. They however warned that the manager or the

senior officer remains accountable for those tasks or duties to his own superior

officers. Thus the researcher went to explore the respondents’ opinions on the

questions asked whether head teachers delegate duties to their teachers or not. The

results indicated below in Table 4.1c.

 46

Table 4 1c: Respondents Opinion on Delegation of Duties

Responses
Items Agree Not Sure Disagree Total
1 Teacher are directed by head 50 22 16 88
teacher on how to perform the 56.82% 25% 18.18% 100%
delegated duties
2 Teachers were supervised by head 51 20 17 88
teacher on duties delegated 57.95% 22.73% 19.32% 100%
3 Teachers were rewarded by head 42 18 28 88
teacher for the duties delegate 47.73% 20.45% 31.82% 100%

4 Head teacher delegated duties to 53 16 19 88

teachers that they have knowledge 60.23% 18.18% 21.59% 100%

5 Head teacher delegated their 19 14 55 88

teacher’s duties that their have no 21.59% 15.91% 62.50% 100%
idea
Head teacher delegated teachers 15 12 61 88
6 the duties that they have no 17.05% 13.63% 69.32% 100%
experience
Source: Field work

Table 4.1c shows the respondents’ opinions on whether teachers are directed by the

school administrators on how to perform the delegated duties or not. Results in

Table 4.1c reveal that, respondents were agreed to be directed by school

administrators on duties delegated to them. Based on this, it can be noted that

majority (56.82%) of the primary school teachers in Dar es Salaam region are

directed by their school administrators on duties delegated to them. Also it shows

that most (47.73%) of the primary school teachers in the study area are rewarded by

their head teachers for the duties delegated to them. Through a questionnaire, one
 47

respondent’s replies that Head teachers who reward their teachers in terms of

monetary, promotion, and verbal appreciation for any duty delegated democratic in

nature. Such rewards enhance teachers, make them committed and hard working

thereby rise up their performance.

A researcher was also investigated, the respondents’ opinions who required more

directives on performing their tasks. Even though there were headteachers who do

not consider qualifications experiences of their teachers as the data above shows.

‟..On interviews conducted with District education officers on the

way they follow when delegating duties, DEO’s said that they usually
delegate teachers’ duties they have idea about, in order to enhance
their performance.‟

Chapman (2005) found out that inexperienced or unreliable people will need a lot

of close supervision to get a job done to the correct standards. However, there were

some head teachers as indicated by 17.05% of the respondents, who delegated

duties to teachers who had no experience at all.

One teacher from Mbagala Kuu primary school in a questionnaire says that;

“in our school head teachers normally delegate their duties to their
assistances like academic teacher can sign teacher’s lesson plan,
supervision of classroom test and examination, also, in our school
we have environmental committee that was formed by our head
teacher but supervised by one of the staff teacher”

From the above information, the researcher went to summarize the overall

distribution of respondents by opinion on head teachers’ involvement of teachers in

decision making, interactive communication and delegation of duties as presented

 48

above. The study shows that, the proper applications of the mentioned three

leadership behavior were results to the willingness of teachers to perform their work

at the best level.

4.3 The Dominant Leadership Style

The study investigated the leadership style exhibited by the school head teachers in

order to determine the extent to which the styles were dominantly used by them.

Table 4.2 shows the average of teachers’ opinion on dominant leadership styles of

their head teachers.

Table 4.2 : The dominant leadership style

Primary schools Total
S/N
Items Kiwalani Yombo Mbagala Mbaga Mabibo Kijitonyama
la Kuu Kisiwani
1 Democratic 7 7 10 2 5 8 39
46.7% 46.7% 71.4% 14.3% 33.3% 53.3% 44.3%

2 2 3 3 1 1 4 15
Leizzes- 13.3% 20% 21.4% 7.1% 6.7% 26.7% 17.1%
faire
3 6 5 1 11 9 3 34
Autocratic 40% 33.3% 7.2% 78.6% 60% 20% 38.6%
Source: Field work

Results in the study shows that, these groups want more freedom on expressing

their views and be recognized by their head teachers. They were very active on

arguing every issue that happen in their school.

One of the respondents replied that,

“I do like most if my head teacher gives us a chance for negotiations

instead to come up with prepared answers and plans. I do not fell
much comfortable to do thing that I was not involved before.”
 49

These groups were supported by Akelele (2007), he found that, there is no

significant relationship between head teachers’ autocratic leadership style and

teachers’ job satisfaction in primary schools. Therefore the results implies that the

more the head teachers practiced democratic leadership the more teachers were

likely to report high job performance. In this study, democratic leadership style is

the type of leadership that are dominantly followed by autocratic to head teachers’

in selected primary schools of the study area. One of the respondents argued that,

“...I like the use of authoritarian leadership style because it can be

used shape behaviors and maintaining disciplines for those who have
got no working experience. Things should go in very systematic.”

However, results indicated that there are some head teachers who practiced

autocratic leadership style as showed by 38.63%. As a result of this teachers who

did not want to do school tasks given to them. Therefore, force had to be used to

such teachers in order to ensure a well performance. To a lesser extent, some head

teachers were found out practicing laissez-faire style as indicated by 17.05 % of the

respondents. It was due to the higher degree of head teachers’ freedom to their

teachers on performing their duties with minimum interference. This was so

because some primary school teachers in Dar es Salaam region are familiar, capable

committed and interested in performing school tasks with very little guidance and

directives given to them by their head teachers. Therefore the bellow figures show

the pictorial elaboration of the above responses information from the selected

primary schools.
 50

Figure 4.1 : The Dominant Leadership Styles from the Selected Primary
Schools

Leadership styles

50 44.32%
40 38.63%
30
20 17.05%
10
0 Leadership styles

Democratic
(44.32) Leizzez-faire
(17.05) Autocratic
(38.63)

Source: Table 4.2

4.4 The Leadership style that enhance teachers’ performance

The objectives of the study were to establish the relationship between leadership

styles of school head teachers and teachers’ job performance in terms of the extent

to which their leadership styles influenced teachers’ job performance in primary

schools in Dar es Salaam region. Data collected from the respondents, dwelt on the

leadership styles of head teachers, the effect of the different leadership styles and

the level of teachers’ job performance.

The findings from Omolayo (2009) identified different styles of leadership. They

are autocratic, democratic and laissez-faire. An autocratic leader defines his goals

and facilitates group movement toward them. This type of head teacher decides

everything and tries to manipulate the teachers into approving his ideas on how the

school should function. An autocratic leader does not trust anybody. A democratic
 51

head teacher helps the members of his staff define their own goals and facilitates

action towards these goals. Democratic leadership can improve group efficiency

and improved production and follows member participation in defining specific

production goals. The Laissez-faire leader allows the employee to make the

decisions. The leader tends to avoid power and authority. In this study Table 4.3

shows the average of teachers’ opinion in a leadership style enhancing teachers’

performance.

Table 4.3 : Statement relating to teachers Job Performance

Responses
Items Agree Not Sure Disagree Total
1 Teaching gives me mental performance 53 10 25 88
60.23% 11.36% 28.41% 100%

2 The feeling of going to school gives me 55 21 12 88

immense pleasure 62.50% 23.86% 13.64% 100%
3 Teaching gives me the prestige 62 15 11 88
70.45% 17.05% 12.50% 100%

4 Timely promotion will enhance my 64 10 14 88

interest in teaching 72.73% 11.36% 15.91% 100%

5 Teachers enjoy no incentive for their 16 20 52 88

work 18.18% 22.73% 59.09% 100%

6 My head teacher understands and 55 13 20 88

recognizes good teaching practice 62.50% 14.78% 22.73% 100%

7 My teaching job gives me a feeling of 49 14 25 88

success to doing my job 55.68% 15.91% 28.41% 100%

8 My head teacher makes my work easier 48 26 14 88

and more pleasant 54.54% 29.55% 15.91% 100%

9 I feel I am a vital part of the school 50 11 27 88

system 56.82% 12.50% 30.68% 100%

10 I feel comfortable working in this school 60 16 12% 88

68.18% 18.18% 13.64 100%
 52

The researcher sought to determine the extent to which respondents agreed or

disagreed with the above statements relating to job performance of teachers. From

the study findings it was established that; majority of the head teaches made

teachers work easier and more pleasant, gave them a feeling of success to doing

their job, understood and recognized good teaching practice, Timely promotion

enhanced interest in teaching, and feeling of teachers immense pleasure. It is thus

fair to conclude that the majority of the teachers in primary schools in Dar es

Salaam region were intrinsically motivated by the responsibilities they performed in

the school that gave them a sense of performance. According to Deci, Koestner and

Ryan (2001) intrinsic motivation is derived from within the person or from the

activity itself and, positively affects behavior, performance, and well being.

The study showed how leadership styles exhibited by the head teachers in order to

determine their general effects on teacher performance in selected schools of Dar es

salaam, the respondents stated the effects of the all three leadership styles the

Democratic, Autocratic, and Laissez-faire that were exhibited by the head teachers

in interacting with teachers, had some effects on teacher performance, though the

effects varied from one leadership style to another. The effects of the Democratic

leadership style was described as positive, motivating, consultative, participative,

humanity, controlling, giving direction and guidance, respect, treats teachers with

respect as fellow professionals, creates good working relations and a good school

climate. The respondents on the effects of the Autocratic leadership style as

negative, demotivating, creating fear, frustrations, lack of respect, shouting, and

 53

close supervision while the Laissez-faire leadership style was described as creating

confusions that would lead to poor staff performance.

Table 4.4 : Leadership style enhancing teachers’ job performance

Primary schools
S/N
Kiwalani Yombo Mbagala Mbag Mabibo Kijitonyama
Items Total
ala Kisiwani
Kuu
1 Democratic 12 10 13 9 8 10 62
80% 66.7% 92.9% 64.3% 53.3% 66.7% 70.5%
2 1 1 2
Leizzez- - 6.7% - - 6.7% - 2.3%
faire
3 3 4 1 5 6 5 24
Autocratic 20% 26.7% 7.1% 35.7% 40% 33.3% 27.2%
Source: Field work

The study investigated how leadership style of the school head teachers enhanced

teachers to perform their work in order to determine the extent to which leadership

styles enhanced teachers to performance well at selected primary schools of Dar es

Salaam. Table 4.4 above show the frequencies and percentages Democratic,

Autocratic, and Laissez-faire as the leadership styles exhibited by head teachers.

The results was supported by Goldberg et al, (2008) who argue that, there was a

significant relationship between democratic leadership style and highly job

satisfaction of teachers in high performing schools. Therefore, the overall picture

painted by this table is that a greater majority of staff selected for this research

perceived that the Democratic leadership style enhanced teachers to perform their

duties well as illustrated in Figure 4.2 below.

 54

Figure 4.2 : The suggested leadership styles that enhancing teachers’ job
performance

Suggested leadership style

100 70.46%

27.27%
2.27%
0
Suggested leadership
style

Source: Table 4.4

In this study, a researcher investigated also the teacher’s activities that result

teacher’s job performance in school in relation to head teachers leadership styles.

Adepoju (1996) argued that, teacher’s performance in terms of duties performed by

teachers inside and outside the classroom with morale.

A researcher used documentary review methods to see if there is academic

performance relating to the type of leadership style used by head teachers. A

researcher gathered teachers’ schemes of work, lesson plan, lesson notes, subject

logbook, and classroom test and examinations results. Through data analysis, the

study revels that, the majority of the respondent agreed that, there is a close

relationship between the leadership style used by head teachers and teacher’s job

performance.
 55

One of the respondents argued that;

“I feel much comfortable when I enter in a class room with lesson

notes and lesson plan. All of these guide me on teaching and cover
the subject syllabus, my head teacher always trusts me on my
teaching activities. This gives me more freedom on choosing the
teaching and learning materials”

From the study, a researcher noted that when head teachers give a wide room of

freedom for teachers on the use of teachers’ schemes of work, lesson plan, lesson

notes, and subject logbook can improve the teacher’s job performance. This

indicates that, head teacher should encourage the use of democratic leadership style

for better academic performance. A researcher observed that, most of the youth

aged from 30 to 40 years prefers that, their head teacher should use of democratic

style in order to show their talents they have. This age group was busy on finding

some teaching and learning materials on their ample time, though sometime they

use their time for entertainments like watching movies, surfing the internet, the use

of social media like whatsapp and face book.

One of the head teacher says that;

“In my school, I normally encourage my teachers to use teachers’

schemes of work, lesson plan, lesson notes, and subject logbook
before entering into a class. To ensure this, every week I sign them,
and I kept records for further follow up.”

During the interview, one of the district officers added that,

“Every teacher should prepare and use teachers’ schemes of work,

lesson plan, lesson notes, and subject logbook. The presence of these
supporting teaching remains as evidence that, a teacher is doing her
 56

work according to the requirements of the teaching professionals.

Teachers should prepare lesson notes and lesson plan before class
and not after class.”

The data from the field indicates that, most of the respondents agreed that they

develop lesson plans for the a particular lesson to be taught in class after class while

others disagreed on planning for the lesson to be taught at every period. This shows

that teachers in primary schools make lesson plans for the lessons to be taught

before and after, though sometime other teachers do not prepare lesson plan

regularly as it is supposed to be. This has a positive effect on performance because

lesson planning makes teachers organized, ready and prepared to teach. Secondly it

is professional for teachers to prepare lessons plans before teaching. The researcher,

however, discovered that teachers responded positively on this question because it

is against teachers’ professional ethics to teach without a lesson plan. The

interviews conducted with head teachers on whether teachers make lesson plans

during lesson preparations, their responses indicated that majority of their teachers

were make lesson plans, even though do not make in sequential order.

A researcher also reviewed the recoding of lesson in classroom. Teachers agreed

that they make recording of lesson taught and even class test and examinations.

This has a positive implication to teacher performance because making record of

work for lessons taught and not taught helps a teacher to discover topics not taught

and those already taught. This makes the teachers to take the action on the topics

that was not taught thus completing the syllabus in time thereby ensuring good

performance. The interviews conducted from head teachers revealed that teachers
 57

make records of work for lessons taught and not taught for recording purposes and

supervision of teachers whether they have been teaching or not. This has helped

head teachers to find out contents completion of syllabus performing and non

performing teachers. The non performing teachers are then directed, guided and

motivated to perform well. Also a researcher reviewed the classroom test result

arranged in order and grades from better to worse. Students were arranged

according to their pass marks.

One of head teachers from Kinondoni Municipal argued that,

“Giving classroom tests and examinations motivates students to learn

more, their parent come to our school to see their students academic
performance, this is very common for standard seven and four.“

In this case, the teachers are in position to identify the abilities of different pupils.

Assessing through giving tests, enable the teachers to arrange for extra teaching for

weak pupils. This has inevitably improved the performance within the schools.

Although, most teachers claimed to have left their records of marks in their homes

on the day when the researcher visited the schools, there was still little evidence of

marked pupil scripts possessed by pupils themselves.

One teacher from Temeke Municipal says that;

“I normally wish to give my students home work daily, but I failed to

do that because of huge number of students in classroom, in my class
I teach, I have more than 400 students waiting for me daily, on the
other hand, my head teacher wants me to prepare class lesson notes,
and lesson plan, and sometime I have to show scheme of work and
class log book. This is too tough to me to manage.”
 58

Supporting this statement, the head teacher from a particular school said that

“In our school, it is true that we face the problem of having a huge
number of students from standard one to seven. I have more than
3,400 students in total. This is big number as compared with 70
teachers I have. As head teacher I do encourage my teacher to give
home works to students and fulfill all the daily teaching activities like,
preparation of teaching and learning material, teaching aid, lesson
plan, scheme of work and logbook.”

On the other hand, the study indicates that, teachers were not giving home work to

their students. This has a negative effect on academic performance for students. In

that regular giving of home work to mean that they are ever busy after school hours.

This will help students to perform well. The researcher believes that when teachers

assign home work to pupils, they are extending their teaching roles to helping

pupils revise and be busy after classes. In interviewing head teachers whether their

teachers give home work to the students, majority of them responded that their

teachers give regular home work to enhance pupils’ performance.

 59

CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Introduction

This chapter presents a summary of the study, the key findings of the study,

conclusion drawn from the findings highlighted, recommendations and suggestions

for further studies.

5.2 Summary of the Study Findings

The findings were based to provide the current head teachers’ leadership style on

the improvement of teachers’ job performance. Therefore the investigation was

done through the following research objectives. To examine the effects of

leadership behaviors on teachers’ job performance, to identify the most dominant

leadership style exhibited among head teachers, and to identify the leadership style

used by head teachers that enhances teachers’ job performance. Thus based on

above objectives, the following are the major findings from this study of an

assessing the effects of leadership styles on teachers’ job performance in selected

primary schools of Dar es Salaam.

Firstly the study indicated that, proper supervision of the delegated duties makes

teachers committed, hardworking, effective and efficient in their work. Interviews

conducted with head teachers revealed that teachers make records of work for

lessons taught and not taught. They insist that, for contents coverage purposes and

check up of teachers whether they have been teaching or not. This has helped head

teachers to supervise completion of syllabus from both who were performed and
 60

non performed teachers. The non performed teachers are then directed, guided and

motivated to perform well by re-arranging makeup classes for curriculum coverage.

For proper performance of the subordinates and goal achievement, the leader has to

distribute different tasks to subordinates according to skills, abilities, knowledge,

interests, talents and experience.

Furthermore, the study finding indicated that, head teachers’ proper delegation of

duties makes teachers to inculcate a sense of responsibility, hard working and

commitment among themselves which in turn enhances teacher performance. The

findings discovered that if teachers are guided on how to perform the delegated

duties, they become efficient and effective in performing what has been given to

them. It was identified that for the delegated task to be done well, the supervisor

and the subordinate must agree on when the job is to be finished. It can be noticed

from this information that head teachers in selected primary schools in the study

area have the element of democratic because they practice proper supervision of

subordinates, which is an element of democratic style. The supervision of the

delegated duties makes teachers committed, hardworking, effective and efficient in

their work. The study accomplished by showing that, the way head teachers’

involve teachers in decision-making has a significant effect on teacher performance

in primary schools in study area.

The findings revealed that head teachers’ involvement of teachers in decision

making has an effect on teacher performance in primary schools in Dar es Salaam

region. This means that most of the head teachers in the study area practice
 61

democratic leadership style, where they are first consult teachers before passing up

the final resolutions in meetings. This enhances teachers to perform to the best of

their abilities hence achieving the goals to the maximum. The democratic style of

leadership emphasizes group and leader participation in the making of policies.

Decisions about organizational matters were arrived after consultation and

communication with various people in the organization. The leader attempts as

much as possible to make each individual feel that he is an important member of the

organization.

On the other hand the finding revealed that head teachers’ communication with

teaching staff makes teachers to perform well because they are informed about what

to do and how to do. This was concluded that proper communication to teaching

staff by head teachers’ is a characteristic of a democratic leadership style and if well

practiced continuously and at all levels could yield to high teacher performance.

This is because teachers were informed in time to do what is expected of them.

Thus a researcher shows that, the leaders should attempts as much as possible to

make each individual feel that he is an important member of the organization.

Communication is multidirectional while ideas are exchanged between employees

and the leader.

The finding also indicated that the better performance depends on head teachers

who reward their teachers in terms of monetary, promotion, and verbal appreciation

for any duty delegated. Such rewards motivate teachers, make them committed and

hard working thereby enhancing their performance. The finding revealed that the
 62

better performance depends on proper delegation of duties basing on teachers’

knowledge enhances their performance and makes the work simpler. The leaders

should provides both high directive (structure) and high supportive in setting high

expectations for work improvement and rewards subordinates when the

expectations are met. Hence, safe to conclude that Proper direction by head teachers

to teachers is a characteristic of democratic leadership style and if this is done

continuously teachers’ job performance were enhanced.

The finding reveals that, the major leadership style dominantly used was democratic

but there are some head teachers who practiced autocratic leadership style as

showed by 38.63%. it is due to the teachers who did not want to do their given

school tasks as what they were required. Therefore, force had to be used to such

teachers in order to ensure a well performance. The findings also reveal that, to a

lesser extent, some head teachers were found out practicing laissez-faire style as

indicated by 17.05 % of the respondents. This was because, some head teachers in

the study area give freedom to their teachers to perform their duties with minimum

interference.

The finding reveal that, the majority of respondents selected the Democratic

leadership style of about 62 (70.46%) as enhancing teachers to perform their duties

followed by Autocratic leadership style 24(27.27%) and the least that enhancing

teachers was Laissez-faire leadership style of 2(2.27%). Therefore, the overall

picture drawn by the researcher is that, a greater majority of staff selected for this

research perceived that the Democratic leadership style enhanced teachers to

 63

perform their duties well. This was so because some primary school teachers in Dar

es Salaam region are familiar, capable committed and interested in performing

school tasks with very little guidance and directives given to them by their head

teachers. The findings indicating a moderate level of teachers’ job performance in

the schools shows that teachers have not been performing to expectation in the

selected primary schools of Dar es Salaam region.

Based on these findings a researcher shows that, teacher who had the opportunity to

develop their skills were more satisfied than those who had not the opportunities to

do so. Thus democratic leadership style is the one which promotes high teachers’

job performance among teachers in primary schools. These findings were further

shows that, head teachers’ democratic leadership skills significantly related to

highly teachers’ job performance since democratic leadership in school reduces

teachers isolation, use bureaucratic mechanism to support cultural changes, share

leadership skills with others by delegating power and actively communicating the

school norms and beliefs.

Therefore the results implies that the more the head teachers practiced democratic

leadership the more teachers were likely to report high job performance. In other

words, democratic leadership style is the type of leadership that enhances high

teachers’ job performance in primary schools.

The study’s findings also revealed that most of the teachers felt that the greater the

experience the less need to use the autocratic style of leadership and the greater the
 64

use of democratic style of leadership. They felt that the head teachers needed to

involve them in the decision making process as they also possess some leadership

experience. Many of the teachers who had taught for more than 10 years detested

the use of strict methods of leadership. The way the teachers perceived and

appreciated the head teachers’ leadership styles varied on the basis of the number of

service. From the analysis the study revealed that majority of the school head

teachers had not attended education leadership course. It is important to note that

head teachers were well trained as teachers, but not as school leaders. It was

established that the nature of the head teachers’ training contributed to either poor

or good leadership. Indeed in many African countries, Tanzania included head

teachers are not formally trained for leadership roles. Majority of them had been

deputy head teachers before, so they might have acquired some leadership skills in

case they might had served under knowledgeable head teachers. The training given

to head teachers when training as teachers is inadequate to prepare them for

leadership roles. Schools today are faced with many challenges that emphasize the

demand for effective leadership.

The study also revealed that majority of head teachers often allowed their group

members to know what is expected of them. a significant number of head teachers

allowed the teachers a high degree of initiative and creativity in their work,

Majority of them also tried their own ideas and gave advance notice of changes,

they delegate tasks and gave members fair chance to handle delegated work. Most

of head teachers also showed great concern with the interest/welfare of the teachers
 65

while making decisions and they allowed the teachers to go about their work the

way they wanted.

Majority of the head teachers often decided what shall be done and how it shall be

done, they often allowed the group to set its own pace and scheduled the work to be

done. Head teachers normally delegate some of their responsibilities to their

assistants. This study established that head teachers who use the laissez faire

leadership style tend to fail to follow up on those they have delegated tasks. They

leave everything to the mercy of their subordinates, some of whom may lack the

necessary skills and competence to execute the work. Others may simply not like to

do the work unless they are supervised. Laissez-faire leadership is not the best

leadership style to use in the school’s organization because complete delegation

without follow-up mechanisms may create truancy and performance problems,

which are likely to affect the school’s effectiveness.

Democratic leadership is associated with leaders showing confidence and trust in

their subordinate staff. The study also revealed that head teachers remained

accommodative of other teachers’ opinions. They also encouraged interpersonal

relationship, urged the group to beat its past target, were willing to make changes

and at the same time organized workshops and seminars for their staff. The study

further established that majority of respondents often considered the

ideas/suggestions of teachers while making a decision. They let some group

members to have authority that they should keep, the study also further revealed

that minority of the respondents rarely permitted their members to use their own
 66

judgments. They rarely acted without consulting the group. Head teachers were of

perception that their staff teachers were not satisfied with their teaching jobs.

The study further established that most of the head teachers made teachers’ work

easier and more pleasant; teachers were comfortable working in their current school

of deployment. Majority of the teachers were satisfied with the school

administration and the teaching job which gave them a feeling of success and

prestige. Further the study established that majority of school head teachers

understood and recognized good teaching practice. It was also revealed that

teachers enjoyed no incentive for their work and that timely promotion enhanced

interest in teaching. The study also revealed that teachers considered themselves to

be an important organ in the school administration system, and that the feeling of

going to school, gave teachers an immense pleasure.

The study found that there were existed various channels of communication in most

of the schools. Most head teachers promoted a sense of belonging among the

teachers in the school and that teachers are involved in the planning process in the

school. This study also established that there is a strong relationship between

democratic leadership style of head teachers and teacher’s job performance. This is

where head teacher’s leadership is seen as a collective form of leadership in which

the teacher develops expertise by working collaboratively. One of the dimensions of

head teacher’s leadership is that, it focuses upon participative leadership where all

teachers feel part of the change process and have a sense of ownership. So they
 67

work together with colleagues to shape school improvement efforts and thus

positively influence job performance of the teachers involved.

5.3 Conclusions

Based on the findings of the study the following conclusions were drawn. Firstly,

the study found that, delegating duties, effective decision making and interactive

communication have the strong effects on teachers’ job performance. The study

showed that the better performance in selected primary schools were due to well

motivated teachers by their head teachers. The study concluded that; the way head

teachers’ involve teachers in decision-making have a significant effect on teachers’

job performance in primary schools of Dar es Salaam region. This indicates that

head teachers’ involve teachers in decision-making through staff and departmental

meetings as well as teachers’ views in meeting to be valued and implemented in

final decision of the schools. This has greatly enhanced teachers’ job performance

in the study area. Regarding to communication, the findings revealed that effective

communication between the head teachers and teaching staff makes teachers

effective in their job performance because they were informed on what to be done

and how to be done.

The findings also concluded that the way head teachers communicate with teaching

staff has a significant effect on teachers’ job performance in the selected primary

schools of Dar es Salaam. On other side, the researcher concluded that head

teachers’ delegation of duties to teachers has a significant effect on teachers’ job

performance in the primary schools of study areas. This implies that head teachers’
 68

delegation of duties to teachers according to their teaching experience, skills,

commitment and knowledge of subject specialization has enhanced performance of

teachers in the primary schools.

Secondly, the leadership styles that were dominantly used by the headteachers from

selected area of the study were democratic and autocratic styles. A researcher

observed that, even though some schools employed autocratic style, it were due to

the low commitments of their teachers toward their job.

Thirdly, the findings of this study is therefore conclude that democratic leadership

style is a best leadership style that could enhance high teachers, job performance in

primary schools. This was due to the above explanations of the leadership

behaviors. However, autocratic leadership style of school head teachers was found

to have a negatively influence on primary school teachers’ job performance.

Furthermore, head teachers’ democratic leadership style positively influence

primary school teachers’ job performance. Head teachers’ laissez faire leadership

style moderately influences primary school teachers’ levels of job performance

while democratic leadership style positively influences primary school teachers’ job

performance.

5.4 Recommendations of the Study

Based on the above conclusions, the following recommendations were forwarded

by researcher to improve the head teacher leadership styles which are associated

with teachers’ job performance in selected primary schools of Dar es salaam. Based

on the implications of the findings, the following recommendations were made:

 69

i. The head teachers of primary schools in particular can be encouraged to use

democratic leadership style in the leading of primary schools since most of

head teachers would improve job performance of their teachers by becoming

more collaborative and democratic.

ii. School head teachers should avoid much use of autocratic leadership style in

the leading of primary schools. School head teachers should avoid the use of

autocratic style of leadership in the leading of schools as it does not allow

teachers to give off their best. Need for school leaders to share their vision

with other stakeholders in the school as this improve primary teachers’

levels of job performance. They should be able to communicate the vision to

the staff of what their schools should become.

iii. Educational authorities based on district education offices were supposed to

develop strategies to deal with those teachers who experience less job

performance in order to reduce ineffective among teachers.

iv. Regional and district education office are advised to provide communication

skill trainings for school head teachers on the effects of communication and

on how to communicate with teaching staffs to enhance their performance.

v. Regional and district education office should recognize the major duties and

criteria of delegating them to teachers providing further training, refresher

course, seminar and workshop to both head teachers and teachers so as to be

well equipped with new skills and knowledge needed to perform the

delegated school tasks.

 70

vi. Adoption of leadership strategies by the schools’ heads such as participative

style of leadership that creates conducive environment which will help in

improving primary school teachers’ levels of job performance,

vii. While one can delegate duties, one cannot delegate responsibilities. One

remains accountable. It is therefore recommended that school leaders, avoid

the laissez-faire leadership style which permits total delegation of

responsibility to teachers. The school heads should know that they are

accountable for every action and thus the need to monitor school progress

and performance.

5.5 Suggestions for further Studies

More studies were required to a wider coverage for the matter relating to leadership

and job performance. A researcher suggests the following area for the coming

studies. These include:-

i. An assessment of headteachers’ leadership styles on teachers’ job

performance in private schools in Tanzania.

ii. An assessment of headmaster’ leadership styles on teachers job performance

in secondary schools in Tanzania.

iii. An assessment of principles’ leadership styles on teachers job performance

in educational colleges in Tanzania.

 71

REFERENCES

Adepoju, T. L. (1996). The Factors Militating Against Effective Planning and

Implementation of Educational Policies in Nigeria: A Paper Presented at

the WAEC Monthly Seminar, WAEC National Secretariat Yaba,

Lagos.7:13-28.

Adeyemi, T. O. (2013). The Impact of Leadership styles on Employee Performance

in Kampala District Council. A Dissertation for Award M (Sc) Degree at

Makerere University, Kampala, Uganda.104 pp.

Akelele, S. A. (2007). Principals Leadership Styles and Teachers’ Job Performance

in Lagos State Public Secondary Schools, A Thesis for Award M(Ed)

Degree at University of Ado, Nigeria. 117 pp.

Armstrong, M. (2003). Term Rewards. London: London Chartered Institute of

Personnel and Development.85 pp.

Bailey, J. M., Dunne, M. P, and Martin, N. G. (2000). Genetic and Environmental

Influences on Sexual Orientation and its Correlates in an Australian Twin

Sample. Journal of Personality and Social Psychology. 78(3):524-536.

Bass, B. M. (1985). Leadership and Performance Expectation. New York: Free

Press.

Bennis, W. and Nanus, S. (1985). Leaders; Strategies for Taking Charge. New

York: Mc Graw Hill.

Bogdan, R. C. and Biklen, S. K. (1992). Qualitative Research for Education; An

Introduction to Theory and Methods. Boston: Allyn and Backon Publisher.

Borg, W. R. and Gall, M. D. (1998). Educational Research; An Introduction. New

York:Longman Inc.
 72

Brownwell, J. (1985). A Model for Listening Instruction: Management

Applications. Bulletin of the Association for Business Communications,

48:39-44.

Chandan, J. S. ( 1987). Management Theory and Practice. New York: Vikas

Publishing.

Chapman, A. (2005). Effective Delegation Skills; Delegation Techniques, Process

Retrieved on 10 may 2016 from

http://www.businessballs.com/delegation.htm.

Chirchir, R. K. (2014). Leadership Style and Teachers Commitment in Public

Primary Schools, Journal of Education and Practice. Kenya. 5:39.

Cole, G. A. (1996). Management Theory and Practice. London: DP

Publication.Deci, E. L., Koestner, R, and Ryan, R. M. (2001). Negative

Effects of Reward on Intrinsic Motivation, Review of Educational

Research. 71: 29-42.

Evans, M. G. (1970). The Effects of Supervisory Behavior on the Path-Goal

Relationship. Organizational Behavior and Human Performance Journal.

5: 277.

Ezeuwa, L. (2005). Issues in Educational Management. Enugu: Hipuks Addition

Press.

Fiedler, F. E. and House, R. J. (1988). Leadership Theory and Research, A Report

of Progress, International Review of Industrial and Organizational

Psychology, 19:88.

Gall, M. D., Gall, J. P and Borg, W. R. (2007). Educational Research: An

Introduction. New York: Pearson Education Inc.

 73

Goldberg, C., Riordan, C. M, and Zhang, L. (2008). Employees’ Perceptions of

their Leaders: Is Being Similar Always Better?, A Journal of Group Organ

Manage. 33 (3): 330 – 355.

Goldman, D. ( 2000). Leadership that Gets Results. Harvard Business Review.78-

90.

Goldman, E. (2002). The Significance of Leadership Style, A Journal of

Educational Leadership. 55(7): 20 – 22.

Hackman, M. Z. and Johnson, C. E. (2009). Leadership: A Communication

Perspective. (5th ed.) Long Grove, Waveland Press.

House, R. J. (1968). Path-Goal Theory of Leadership, A Journal of Contemporary

Business. 5:81 - 97

House, R. J. (1971). A Path-Goal Theory of Leader Effectiveness. Administrative

Science Quarterly. 16: 321-328.

House, R. J. (1996). Path-Goal Theory of Leadership: Lessons, Legacy, and a

Reformulated Theory. Leadership Quarterly Review. 7:3.

House, R. J. and Mitchell, T. R. (1974). Path-Goal Theory of Leadership. Journal

of Contemporary Business. 3: l–97.

Hoy, W. K. and Miskel, C. G. (2001). Educational Administration: Theory,

Research and Practice. New Jesey. McGraw-Hill Inc. http:/ /necta. go.tz/

matokeo/xyx_xxx123/results/reg_02.htm 25 may 2015,1305.

Kashagate, R. (2013). Influence of Leadership Style on Teachers Job Performance

in Tanzania. Unpublished Thesis for Award of (MPA) Degree at Mzumbe

University, Morogoro, Tanzania.

 74

Kawooya, N. (2010). Effect of Leadership Style on Employee Performance in

Kampala District Council. Dissertation for Award M(Sc) Degree at

Makerere University, Kampala, Uganda.

Kombo, D. K. and Tromp, D. L. A. (2006). Proposal and Thesis Writing. Nairobi:

Pauline Publications Africa.

Kothari, C. (2004). Research Methodology; Methods and Techniques. New Delhi:

New Age International.

Lussier, R. N. and Achua, C. F. (2001). Leadership: Theory, Application and Skill

Development. USA: South- West College Publishing.

Miller, P. W. (1998). Nonverbal Communication: What a Researcher Says to the

Teachers. USA: Nea. 6-22 pp.

Mugenda, O. M. and Mugenda, A. G. (2003). Research Methods:Quantitative and

Qualitative Approaches. Nairobi, Acts Press.

Mullins, I. J. (1993). Management and Organizational Behavior. London: Pitman

Publishing.

Mullins, J. (2002). Management and Organisational Behaviour, London, Pitman

Publishing.

Mwalala, D. B. (2008). The Influence of Head teachers’ Leadership

StylePerformance in Public Secondary Schools in Taita

District.Unpublished M.Ed. Project, University of Nairobi. 44-65pp.

Namusonge, J. A. (2015). Basic and Applied Research, International Journal of

Sciences. 22: 2.

Nguni, S., Sleegers, P. and Denessen, E. (2006). Transformational and

Transactional
 75

Leadership Effects on Teachers’ Job Performance, Journal of School Effectiveness

and School Improvemen in Tanzaniat, 1:145-177.

Njuguna, F. W. (1998). A Study of Head Teachers’ Leadership Styles and Students’

Performance in Public Secondary Schools in Nairobi. A Unpublished

Thesis fpr Award (M.Ed) Degree at University of Nairobi, Kenya.

Northouse, P. G. (2007). Leadership: Theory and Practice, 4th ed. Thousand Oaks:

Sage Publications Inc.

Northouse, P. G. (2013). Leadership Theory and Practice. Thousand Oaks: Sage

Publications Inc.

Oduro, G. K. (2004). Distributed Leadership in Schools: What English Head

teachers Say About the Pull and Push Factors. An Unpublished Paper

Presented at the British Educational Research Association Annual

Conference, University of Manchester. 16:18.

Okoye, J. C. (1997). Advanced Personnel Management. An Unpublished Master's

Lecture Notes, NAU, Awka, Nigeria.

Omari, I. M. (2011). Concept and Methods in Educational Research; Practical

Guide Based on Experience. Dar es Salaam: Oxford University Press.

Omolayo, B. (2009). Effects of Leadership Styles on Job Related Tension and

Psychological Sense of Community in Work Organizations: A study of

Four Organizations in Lagos State, Nigeria. 4,(2):133-157pp.

Onen, D (2008). Leadership Style and Behaviours Relationship on Employee

Performance, Uganda: Makerere University Printery.

Orodho, J. A. (2005). Elements of Education and Social Sciences Research

Methods. Nairobi: Masola Publisher.

 76

Orodho, J. A. and Kombo, D. (2002). Research Methods. Nairobi: Kenyatta

University Institute of Open Learning.

Osabiya, B. (2015). The Impact of Leadership Style on Employee’s Performance in

an Organisation. Lagos: National Open University of Nigeria.

Osei, G. M. (2006). Teacher in Ghana; Issues of Training, Renumeration and

Effectiveness. International Journal of Educational Development. Vol

26(1).

Owens, R. G. (1981). Organizational Behavior in Education. 2nd edition.

Englewood Cliffs: Prentice Hall.

Oxford. (2005). Advanced Learner’s Dictionary. Oxford: Oxford University Press.

Patterson, N. C., Roehrig, G. H. and Luft, J. A. (2002). Running the

treadmill,

Explorations of the Beginning High School Science Teacher Turnover in Arizona

High School Journal. 86:14-22.

Raina, V. K. and Dhand, H. (2000). Reflections on Teaching History in the

Developing Word : An Indian Experience. International Journal for Social

Studies, 5: 84 – 88pp.

Shaughnessy, J. (2003). Research Methods in Psychology. India: Mc Graw Hill.

Stake, R. E. (2003). Qualitative Case Study: Handbook of Qualitative Research.

Thousand Oaks, Sage Publications.

Stogdill, R. M. (1974). Handbook of Leadership: A Survey of Theory and and

Research. New York: Free Press.

Talbert, J. E. and Milbrey, W. M. (1994). Teacher Professionalism in Local School

Contexts, International Educational Journal. 8:123-153.

 77

Tayie, S. (2005). Research Methods and Writing Research Proposal. Cairo:

CAPSCU Publisher.

Tranter, S. and Percival, A. (2004). How to Run Your School Successfully, London:

Continuum Publishers.

Ukeje, B. O. (1992). Educational Administration. Enugu: Fourth Dimension

Publishing Co. Ltd.

Ukeje, B. O. (1999). The Education of Teachers for a New Social Order, Nigeria:

Fourth Dimension Publishing Co. Ltd.

URT. (2008). Educational Sector Development Programme (2008 – 17). Dar es

Salaam: MOEVT. Tanzania.

Vroom, V.H. (1964). Work and Motivation. New York: Wiley Publishing Ltd..

Yukl, G. (1994). Leadership in Organizations (3rd ed). Englewood Cliffs: Prentice

Hall Press.
 78

APPENDICES

Appendix 1 : Questionnaire for Teachers

QUESTIONNAIRE FOR TEACHERS

Dear Respondents

I am a student at The Open University of Tanzania pursuing Masters of Educational

Administration Planning and Policy Studies. I am doing study on assessing the

leadership styles of head teachers on teachers’ job performance in primary schools,

as a compulsory part of my studying programme. To this, you have been selected

as a potential respondent in the above titled. The aim of the research is to identify a

leadership style that teachers consider as most enhancing their job performance.

Thus, I would be very grateful if you would spare some few minutes to fill out this

questionnaire. The information that you give will be treated confidential and your

identity will not be exposed.

Yours faithfully

………………………

Gawaza, Salum Ismaily

Show your agreement to fill the questionnaire by answering the question. Would

you fill questionnaire voluntary?

Yes No

You are kindly asked to answer all questions by filling in the blank spaces, cycling

or ticking in the corresponding numbers or boxes respectively..

 79

SECTION A: DEMOGRAPHIC INFORMATIONS

Gender: Male [ ] Female [ ]

Age Group: 20 - 29 yrs [ ] 30 – 39 yrs [ ] 40 – 49 yrs [ ] 50 – 59 yrs [ ]

Marital status: Single [ ] Married [ ]

Working Experience: 0 - 1 yr [ ] 2 – 5 yrs [ ] 6 yrs + [ ]

Academic Qualifications: Certificate [ ] Diploma [ ] Bachelor [ ] Masters

[ ]

SECTIOON B:

This part of the questionnaire containing close ended with few open ended items

that focused on the leadership styles and teachers’ job performance under

investigation. Based on the concept of each item, please select and cycle the option

that directly represent your opinion by rate the following using a scales where;

1 =Strong Disagree (SD); 2 =Disagree (D); 3 =Not Sure (N); 4 =Agree (A); 5

=Strong Agree(SA)
 80

PART I: ITEMS REALATED TO DECISION MAKING

Items SD D N A SA
1 Head teacher considering teachers’ suggestions
and thoughts in decision making for training 1 2 3 4 5
criteria in school

2 My view in Meeting of planning are considered in 1 2 3 4 5

final decision-making of the school administration

3 My Head teacher consults me whenever he/she 1 2 3 4 5

wants to pass final resolution in school meeting
4 My Head teacher allows me to demonstrate high
degree of innovativeness, initiative and creativity 1 2 3 4 5
in decision making process of the school.
5 My Head teacher encourages co-operation among
the teaching staff during the decision-making 1 2 3 4 5
process of the school
6 My Head teacher is uncomfortable with
Decision I made for promotion in staff meeting 1 2 3 4 5

PART II: ITEMS REALATED TO COMMUNICATION

Items SD D N A SA

7 My head teacher sends memos 1 2 3 4 5

8 My head teacher makes Telephones call 1 2 3 4 5

9 My head teacher organizes meeting 1 2 3 4 5

10 My head teacher writes a note of meeting 1 2 3 4 5

 81

PART III: ITEMS REALATED TO DELEGATION OF DUTIES

Items SD D N A SA
11 I am directed by head teacher on how to perform 1 2 3 4 5
the delegated duties
12 I am supervised by head teacher on duties 1 2 3 4 5
delegated to me
13 I am rewarded by head teacher for the duties 1 2 3 4 5
delegated to me
14 My head teacher delegated duties me that I am 1 2 3 4 5
knowledge about.
15 My head teacher delegated me duties that I have 1 2 3 4 5
no idea about.
16 My head teacher delegated me duties I have no 1 2 3 4 5
experience.
17. Choose the leadership behavior that have positive effects on teachers’ job

performance

Delegation of duties [ ] Interactive Communication [ ]

Involving staff on Decision Making [ ] All of these [ ] None of these [ ]

18. Among the three basic styles, attempt to identify your head teacher dominant

leadership style in this school.(choose one)

Laissez-faire [ ], Democratic [ ], Authoritarian [ ]

19. Choose on leadership style(s) mentioned above that do you think will enhance

teachers job performance……………………………………………………………

Give reason(s) for your comment ( if any)…………………………………………

 82

PART IV: ITEMS REALATED TO JOB PERFORMANCE

Items SD D N A SA

20 Teaching gives me mental performance 1 2 3 4 5

21 The feeling of going to school gives me immense 1 2 3 4 5

pleasure

22 Teaching gives me the prestige 1 2 3 4 5

23 Timely promotion will enhance my interest in 1 2 3 4 5

teaching

24 Teachers enjoy no incentive for their work 1 2 3 4 5

25 My head teacher understands and recognizes good 1 2 3 4 5

teaching practice

26 My teaching job gives me a feeling of success to 1 2 3 4 5

doing my job

27 My head teacher makes my work easier and more 1 2 3 4 5

pleasant

28 I feel I am a vital part of the school system 1 2 3 4 5

29 I feel comfortable working in this school 1 2 3 4 5

30. In which curricular activities your likely involving more without supervision?
.......................................................................................................................................
31. Mention extra-curricular activities that you are comfortably involving in this
school
………………………………………………………………………………………
Thank you for your time and cooperation
 83

Appendix 2 : Interview Guide for Headteachers and Deo’s

INTERVIEW GUIDE FOR HEADTEACHERS AND DEO’S

Dear Respondents

I am a student at The Open University of Tanzania pursuing Masters of Educational

Administration Planning and Policy Studies. I am doing study on assessing the

leadership styles of head teachers on teachers’ job performance in primary schools,

as a compulsory part of my studying programme. Thus, I would be very grateful if

you would spare some few minutes to respond from these oral questions.

1. Welcoming questions by the officers and school heads in matter related to

school affairs

 Historical background of the previous head teachers

 Your office time in and time out

 Time in and time out of your teachers

2. Do you like to be assisted with your teachers? How?

3. Would you like to share with me regarding to steps to take on resolving

complicated problems?

4. On what aspects are teachers complain most about when your in meeting

with them?

5. Do you prefer relaying information through public speaking or written

reports? Why?

6. It is said that teachers in this country are poorly motivated. How would you

reach to this observation?

 84

7. How do your teaching staffs attend seminars and workshops on teaching and

learning?

8. In your opinion, what should be done to improve teaching performance of

your teachers?

9. How would you attract your followers to perform their job?

10. What do you think are the factors contributing to poor job performance of

your teachers?

Thank you for your time and cooperation

 85

Appendix 3 : Documentary Review Guide

DOCUMENTARY REVIEW GUIDE

Name of the School:..................................... Class:................ Date: ………….......

S/No Documents Issues

1. The minutes of school meetings on 2016

2. Reports on school inspection

3. Teacher’s attendance book

4. Presence and uses of lesson plan book

 Teaching activities planned

 Teaching strategies suggested

 Teaching and learning activities planned

 teaching and learning materials

suggested

5. Student’s home and class work

6. Examination results

7. Teaching aids

8. Academic office
 86

Appendix 4 : Research Clearance from the Open University of Tanzania

(OUT)
 87

Appendix 5 : Research permit from Kinondoni Municipal Director

 88

Appendix 6 : Research permit from Temeke Municipal Director

 89

Appendix 7 : Research permit from Ilala Municipal Director