INFLUENCE OF HEADTEACHERS’ LEADERSHIP STYLES STUDENTS’ DISCIPLINE IN SELECTED PUBLIC SECONDARY SCHOOL IN PAKANYI SUB-COUNTY, BURULI COUNTY, MASINDI DISTRICT UGANDA

TABLE OF CONTENTS

DECLARATION

DEDICATION

ACKNOWLEDGEMENT

TABLE OF CONTENTS

LIST OF FIGURES

LIST OF TABLES

ABBREVIATIONS AND ACRONYMS

ABSTRACT

CHAPTER ONE 1

INTRODUCTION 1

1.1 Historical background 1

1.2 Theoretical Perspectives 1

1.3 Contextual Perspectives 2

1.4 Conceptual Background 3

1.2 Statement of the problem 3

1.5 Research questions 4

1.6 Significance of the study 5

1.7 Limitations of the study 5

1.8 Delimitation of the study 6

1.9 Basic assumptions of the study 6

1.10 Definitions of significant terms 6

1.11 Organization of the study 8

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CHAPTER TWO .9

LITERATURE REVIEW

2.1 Introduction 9

2.2 Concept of leadership and students’ discipline 9

2.3 ~emocratic leadership discipline style and student 9

2.4 Autocratic leadership discipline style and study 10

2.6 Transformational leadership discipline style and 11

2.7 Summary of literature review 13

2.8 Theoretical framework

2.9 Conceptual framework 15

CHAPTER THREE 17

RESEARCH METHODOLOGY 17

3.1 Introduction 17

3.2 Research design 17

3.3 Target population 17

3.4 Sample size and sampling procedures 18

3.5 Research Instrument 18

In this study, data was collected using teachers and students questionnaires. This 18

3.6 Validity of the research instruments 19

3.7 Reliability of the research instruments 19

3.8 Data collection procedures 19

3.9 Data analysis teclmiques 20

3.10 Ethical considerations 20

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CHAPTERFOUR .21

DATA ANALYSIS, PRESENTATION AND INTERPRETATION 21

4.1 Introduction 21

4.2 Instruments return rate 21

4.3 Demographic data of the respondents 21

4.3.1 Gender of the head teachers, teachers and students 22

4.3.2 Head teachers’, teachers’ and students’ age 23

4.3.3 Teachers’ and head academic teachers’ and professional qualifications 24

4.3.4 Head leachers’ and teachers’ duration 25

4.3.5 Head teachers’ students’ and response on discipline 26

4.3.6 Head teachers’ and the common students’ discipline re 27

4.3.7 Head teachers’ students’ view on the discipline at school 28

4.4 Democratic leadership discipline style and student 29

4.4.1 Head teachers’ response on democratic leader 30

4.4.2 Teachers’ response on head democratic teachers leadership 31

4.4.3 Students’ response on democratic leadership 32

4.4.4 Head teachers’ responses on who writes 33

4.4.5 Head teachers’ student’s responses channels of communication of their grievances 34

4.4.6 Head teachers’ responses and other motivation always whether speakers are involved in

advising students on good discipline 35

4.5 Head teacher’s autocratic leadership style discipline on students 36

4.5.1 Head teachers’ response on autocratic leadership style 37

4.5.2 Teachers’ head response teachers’ autocratic leadership on style 38

4.5.3 Students’ response on head teachers 39

4.6 Influence of laissez-faire leadership style on students ‘discipline 40

4.6.1 Head teachers’ response on laissez-faire leadership style 41

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4.7 Influence of transformational leadership style on students’ discipline 42

4.7.1 Head teacher’s response on transformational leadership style 42

4.7.2 Teachers’ response on transform at 43

4.8 Teachers’ response cases of indiscipline on in school for the past four years 44

4.8 Suggested possible measures to promote discipline in school 45

4.9 The relationship between the head t students’ discipline 46

4.10 Key research findings 50

CHAPTER FIVE 51

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS 51

5.1 Introduction

5.2 Summary of the study 51

5.3 Summary of the findings 52

5.4 Conclusion of the study 53

Recommendations of the study 54

5.6 Suggestions for further research 54

BIBLIOGRAPHY ss

APPENDICES

APPENDIX I: LETTER OF INTRODUCTION

APPENDIX II 60

TEACHERS’ QUESTIONNAIRE 60