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O Masare

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O Masare

International Journal of Educational Policy Research and Review
ISSN 2360-7076
Vol.4 (4), pp. 42-52 April, 2017
Available online at https://www.journalissues.org/IJEPRR/
DOI:https://doi.org/10.15739/IJEPRR.17.006
Article ID:/17/EPRR/05/11 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.



Original Research Article

Effect of leadership styles on teacher’s performance in primary schools of Arusha District Tanzania

David A. O. Aunga1* and Obadia Masare1

1Department of Accounting and Taxation, Faculty of Business Administration of The University of Arusha,Tanzania
*Corresponding Author Email: ogega2014(at)gmail.com



date Received: January 20, 2017     date Accepted: March 28, 2017     date Published: April 14, 2017


 Abstract

The focus of this study was to investigate the effect of leadership styles on teachers’ performance in primary schools in Arusha District. This research was quantitative in nature and the descriptive survey design was employed. The questionnaire was used to collect data. A sample size of 140 respondents was used. Data analysis was done using Statistical Package for Social Sciences (SPSS) and presented using frequency distribution tables and Pearson’s product moment correlation was used to determine the existing relationship among the two variables. The study concluded that teachers’ performance is good in the primary schools in Arusha district.  There is a significant relationship between Transformational Leadership Style and Teachers’ Performance. The researcher recommended that head teachers should use democratic and transformational leadership styles due to the fact that democratic and transformational leadership styles increases teachers’ performance.


Key words: Authoritarian leadership, bureaucratic leadership, democratic leadership, laissez fare leadership, teacher performance, transformational leadership


Aunga and Masare