|
The Catholic Univesity of Eastern Africa Digital Repository >
Faculty of Education >
Theses and Dissertations >
Please use this identifier to cite or link to this item:
http://localhost/xmlui/handle/1/12133
|
Title: | INFLUENCE OF HEADTEACHERS’ LEADERSHIP STYLES ON STUDENTS’ DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN MULANJE DISTRICT, MALAWI |
Authors: | MUSAIWA, CECILIA DONANSIANO JOSEN |
Keywords: | INFLUENCE OF HEADTEACHERS’ LEADERSHIP DISCIPLINE IN PUBLIC SECONDARY SCHOOLS |
Issue Date: | Oct-2022 |
Publisher: | The Catholic University of Eastern Africa |
Abstract: | ABSTRACT
The purpose of the study was to investigate the influence of head teachers’ leadership styles on
students’ discipline in public secondary schools in Mulanje District, Malawi. The study was guided
by six research questions as follows: What is the status of students’ discipline in public secondary
schools in Mulanje District, Malawi? To what extent does head teachers’ autocratic leadership
style influences students’ discipline in public secondary schools? To what extent does the head
teachers’ democratic leadership style influences students’ discipline in public secondary schools?
To what extent does head teachers’ transformational leadership style influences students’
discipline in public secondary schools? What are the challenges encountered by head teachers’
leadership styles in influencing students’ discipline in public secondary schools in Mulanje
District, Malawi? What strategies should be used to mitigate challenges encountered by head
teachers’ leadership styles in influencing students’ discipline in public secondary schools? The
study was anchored on Contingency Theory of Leadership developed by Fiedler in 2007. Further,
the study was guided by Convergent Parallel Mixed Methods Design. The target population
consisted of all 28 public secondary schools, 28 head teachers, 28 deputy head teachers, 9,950
students and 450 teachers from public secondary schools and one (1) Education Division Manager
of the District. Under probability sampling, proportionate stratified sampling technique was used
to sample 340 students and 204 teachers to participate in the study. Under Purposive sampling,
extreme case sampling technique was used to select 17 public secondary schools. Questionnaires,
a semi-structured interviews guide, documents analysis guide, and observation guide were
instruments used to collect data. Validity was ensured through discussion with the experts and
using questions framed less ambiguously of questionnaires, and reliability was ensured for both
quantitative and qualitative instruments. Piloting was done and the Cronbach Alpha Technique
was used to determine the reliability of quantitative data on a 5 Likert Scale items. While that of
qualitative data items were determined in terms of their trustworthiness. The Cronbach’s alpha
reliability coefficient of students’ questionnaire, teachers’ questionnaire, and deputy head
teachers’ questionnaire ranged from 0.74 to 0.77; 0.78 to 0.85, and 0.78 to 0.85 respectively. To
test for reliability of the study, one public secondary school was piloted but was not included in
the main study. Quantitative data were analyzed by using descriptive statistics by the use of
Statistical Package of Social Sciences (SPSS) computer software version 25.0. The generated
frequencies and percentages summarized quantitative data that were presented in frequency
distribution tables. Qualitative data was analyzed thematically and presented in form of narratives
and direct quotes. Research ethics were observed throughout the entire research process. Key
findings showed that autocratic and democratic styles had positive and negative influence on
students’ discipline, while transformational leadership style had less positive and negative
influences on students’ discipline due to lack of head teachers’ skills of application. In some
schools, the status of students had deteriorated, while in other schools had increased. The study
also revealed that lack of involvement of students in decision making, poor communication, nonobservance of school rules, lack of cooperation among students, teachers and parents in schools
and negative peer influence were among challenges encountered by head teachers. Stiff
punishment or suspensions, strengthening guidance and counselling, parents’ attendance of
Parents Teachers Association were proposed as mitigation measures. The study recommended that
Ministry of Education needs to suspend students involved in indiscipline cases of vandalism as a
way of curbing the vice. Need to provide teaching and learning materials to some schools who are
in need and send science teachers in some schools. |
Description: | Doctor of Philosophy Degree in
Education Administration and Planning |
URI: | http://localhost/xmlui/handle/1/12133 |
Appears in Collections: | Theses and Dissertations
|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.
|