Perceptions of stakeholders on leadership styles and students’ academic performance: a case study of public secondary schools in Arusha municipality
| dc.contributor.author | Oning’o, Alpha Eliachim | |
| dc.date.accessioned | 2019-11-01T10:09:15Z | |
| dc.date.accessioned | 2020-01-08T09:14:07Z | |
| dc.date.available | 2019-11-01T10:09:15Z | |
| dc.date.available | 2020-01-08T09:14:07Z | |
| dc.date.issued | 2013 | |
| dc.description | Available in print form, East Africana Collection, Dr. Wilbert Chagula Library, Class mark (THS EAF LB2822.T34O54) | en_US |
| dc.description.abstract | This study aimed at examining the perceptions of stakeholders towards leadership styles and their influence on students’ academic achievement. The study threw analytical light on the extent to which leadership styles employed by head of school influence students’ academic progress. The study employed both qualitative and quantitative approaches. Data were gathered through questionnaires, observed checklist, interviews and focus group discussion with students. The study revealed that there is a close relationship between leadership styles and students’ academic achievements. Heads of schools who used autocratic leadership style were found to be too strict and harsh, something which discouraged their subordinates and was associated with poor student’s academic achievement. Similarly, Heads of schools who used laissez-fair leadership style were found to over delegate their duties causing poor academic performance of students. However, the Heads of schools who used democratic styles were found to encourage participation in the academic affairs of the school as a whole and as a result influenced students’ academic performance positively.Other factors associated with students’ academic achievement were availability and utilization of teaching and learning materials, monitoring students’ academic progress and teachers’ or students’ motivation. The study concluded that there is a close relationship between leadership styles and students’ academic achievement and that if schools hope to operate as successful entities; the school leadership will have to adopt approaches that take cognizance of the diverse needs of all stakeholders that it purports to serve.The study made a number of recommendations in relation to the efforts to improve the leadership development of Heads of schools. The study also has made recommendations for further research. | en_US |
| dc.identifier.citation | Oning’o, A.E (2013) Perceptions of stakeholders on leadership styles and students’ academic performance: a case study of public secondary schools in Arusha municipality.Master dissertation, University of Dar es Salaam, Dar es Salaam. | en_US |
| dc.identifier.uri | http://localhost:8080/xmlui/handle/123456789/4279 | |
| dc.language.iso | en | en_US |
| dc.publisher | University of Dar es Salaam | en_US |
| dc.subject | School management and organization | en_US |
| dc.subject | School administrators | en_US |
| dc.subject | Academic achievement | en_US |
| dc.subject | Public schools | en_US |
| dc.subject | Secondary schools | en_US |
| dc.subject | Arusha municipality | en_US |
| dc.title | Perceptions of stakeholders on leadership styles and students’ academic performance: a case study of public secondary schools in Arusha municipality | en_US |
| dc.type | Thesis | en_US |