INFLUENCE OF HEADTEACHERS’ LEADERSHIP STYLES ON STUDENTS’ DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN MULANJE DISTRICT, MALAWI
| creativework.datePublished | input | english |
| dc.contributor.author | MUSAIWA, CECILIA DONANSIANO JOSEN | |
| dc.date.accessioned | 2024-01-04T09:01:57Z | |
| dc.date.available | 2024-01-04T09:01:57Z | |
| dc.date.issued | 2022-10 | |
| dc.description | Dissertation | |
| dc.description.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. | |
| dc.identifier.uri | http://localhost:4000/handle/123456789/189 | |
| dc.language.iso | en_US | |
| dc.publisher | THE CATHOLIC UNIVERSITY OF EASTERN AFRICA | |
| dc.subject | INFLUENCE OF HEADTEACHERS’ LEADERSHIP | |
| dc.subject | DISCIPLINE IN PUBLIC SECONDARY SCHOOLS | |
| dc.title | INFLUENCE OF HEADTEACHERS’ LEADERSHIP STYLES ON STUDENTS’ DISCIPLINE IN PUBLIC SECONDARY SCHOOLS IN MULANJE DISTRICT, MALAWI | |
| dc.type | Thesis |