Management Styles and Teachers’ Citizenship Work Behavior in Selected Secondary Schools in Nyaruguru District, Rwanda

ABSTRACT This study determined the relationship between management styles and teachers’ citizenship work behavior in secondary schools in Nyaruguru District, Rwanda. To achieve this main purpose of the study, four research objectives were set and these included: to determine the management styles in secondary schools in Nyartuguru district; to determine the level of citizenship work behavior in secondary schools in Nyartuguru District; to find out if there is significant difference in: (a) the management styles used in public and private schools (b) the level of teachers’ citizenship work behavior in private and secondary schools; and to establish if there is a significant relationship between the management styles and level of citizenship work behavior in secondary schools. The design that was used in this study was descriptive and correlation research design. The sample size used was 175. Systematic random and purposive sampling techniques were used to select respondents. Self-administered questionnaires were used in this study. Data analysis was done by the use of mean, frequencies and percentage and this was done with the help of SPSS, computer software. The research findings indicated that the level of management styles in secondary schools was generally high (2.61) and democratic management style was the dominant used management style (mean=2.63); followed by the autocratic management style (mean=2.61) and laissez-faire was the least used management style (2.59). The level of citizenship work behavior was generally high (2.60); there is significant difference in the level of management styles among private and public secondary schools (F. ratio of 1.762E and significant value of 0.000); there is significant difference in citizenship work behavior between private and public school (F. ratio of 1.459E3 and significant level of 0.000); a positive correlations were noted between laissez-faire and democratic management styles and citizenship work behavior (r. values of 0.767 and 0.987 and significant values of 0.02 and 0.00 respectively) while no significant relationship between autocratic management style and citizenship work behavior was found at r. value of 0.671 and significant value of 0.62. However, a significant relationship between management styles altogether and citizenship work behavior was noted at at r-square of 0.989; Beta=0.995, at a very small level of significance of 0.000. It was concluded that the effective application of democratic and laissez-faire management styles in a school would lead to higher teachers’ work behavior. It was recommended that the school managements should try to employ mostly democratic and laissez-faire management styles so as to improve teachers’ work behavior.