Headmaster Leadership Style

4.9.1 Leadership styles used by Headmasters in primary schools The study solicited the views of teachers on their perceptions about the headmasters’ leadership style. The above findings on leadership styles reveal that a majority of headmasters (70.6%) use participative leadership style. Various studies have associated participative leadership to successful organizations. This is because democratic leaders facilitate higher morale as they involve teachers in formulation of school policies, emphasize on consultation, teamwork and participation (Heenan and Bennis, 1999). This is further supported by Heenan (1999) who indicates that a leader attempts as much as possible to make each individual feel that he is important in the organization and

This indicates that some school headmasters allow complete freedom to teachers to take decisions without their participation and there is free delegation of responsibilities and duties. They do not participate in the course of events determined by the teachers (Talbert and Milbrey, 1994). Another 11.6% of responses indicated that autocratic leadership was also exercised in primary schools where headmasters make decisions without consulting teachers , refuse to explain their actions to teachers and do not allow teachers’ to voice out their opinions. Autocratic leadership has been shown to be detrimental in the attainment of institutional culture and teamwork hence creating disharmony, suspicion and mistrust. This is because the leader does not maintain a clear channel of communication between him and the subordinates and also fails to delegate authority or permit subordinates to participate in policy making (Hoy and

Leadership styles such as participative, transformational and instructional positively influence the better academic performance of students in these schools. These leadership styles encourage interaction or participation between headmasters, teachers and students, therefore yielding quality results. The study established that democratic leadership style has a great influence on students’ academic achievement. This leadership style has to be exercised by headmasters always for quality results in the school. This result is supported by Cole (1993) that effective leaders influence the group members towards the achievement of group goals by gaining the groups commitment to these goals. They give direction through setting practices that help people make sense of their work and by enabling them find sense of identity for themselves within their work context. Furthermore, the headmasters’ direction identifies and articulates the vision, fostering the acceptance of group goals and reading high performance expectations. This enhances monitoring organizational performance and promotes effective communication and developing people to achieve good