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   MANAGEMENT STYLES AND STUDENTS ACADEMIC PERFORMANCE IN

SECONDARY SCHOOLS: A CASE OF FOUR SECONDARY SCHOOLS

IN GULU DISTRICT, UGANDA

CHAPTER ONE

INTRODUCTION

1.0 Introduction

This chapter covers the background to the study, statement of the problem, purpose of the study, research objectives, and research questions, scope of the study, significance of the study and the conceptual frame work.

1.1.0    Background to the study

1.1.1.  Historical background

Communication and management styles are integral to the dynamics of any educational environment, impacting various factors that contribute to student outcomes. In particular, how educators communicate with students and the management approaches they adopt can significantly influence students’ academic performance (Pianta, Hamre, & Allen, 2012). Education is not only about the transfer of knowledge but also the creation of an environment conducive to learning, which depends heavily on the interpersonal relationships between educators and students. Communication styles and management approaches are central to this relationship, as they shape classroom interactions, student engagement, and overall learning experiences (Barkley, & Major, 2020).  Communication Styles refer to the ways in which information is exchanged between individuals, which can include verbal and non-verbal methods. In an educational context, communication styles of teachers, such as being open, authoritative, or empathetic, can influence students’ motivation, emotional well-being, and learning outcomes. A teacher’s ability to communicate effectively often leads to greater student understanding, fostering a more collaborative and positive classroom environment.

The use of management styles to achieve organizational objectives and performance can be traced from the city of Ur (Iraq) in 3000 BC where Sumerian priests were the first to keep written records as a means of recording business transactions. Translations from early Egyptian papyri, dating back to 1300 BC, recognized the importance of organization and administration in bureaucratic states. The Biblical Moses is credited with employing his father-in-law, Jethro, as a management consultant who helped design the organization through which Moses ruled the Hebrews in the desert (Nell, 2006).

Management entails the achievement of key expectations by working with people. Therefore, the use of the different management styles in achieving organizational goals started in the Europe and North America and this contributed a lot to their current level of development. With globalization, any new management practice has tended to diffuse rapidly to both developing and developed world. (Muhinder et al, 2007). Management styles are therefore the characteristic ways of making decisions. Various Management styles like democratic, autocratic, laissez-faire, paternalistic styles are usually executed for students’ academic performance.

1.1.2. Conceptual Background

Brumbach, (1988), as quoted in Armstrong (2004), contends that performance refers to both behaviors and results, and adjusting organizational behaviors and actions of work to achieve results or outcomes. Behaviors are outcomes in their own right and reactions to the product of mental and physical effort applied to tasks.  In school environments therefore, performance should not only be defined in terms of test scores, examination results, students’ ability to socially apply what is learnt, and the rate at which students move on to higher institutions of learning, but should consider the achievements of the school in other areas like equipping the learners with the requisite skills for survival, Merab (2010). However, the researcher is of the view that performance of any school should not only be considered from the academic outcomes only, but should also focus on other education outcomes such as the affective domains and the psychomotor skills.

1.1.3. Theoretical Review

The study was guided by MacGregor’s (1906-1964), two alternative views of management towards employees. He termed these two sets of views as “Theory X” and “Theory Y” a dichotomy dealing with possible assumptions that managers make about workers.

Key elements of Theory X are that the average man is inherently lazy and would want to avoid work whenever possible, lack ambition, dislike responsibility and must be led. He is resistant to change and is indifferent to organizational needs. Therefore should be Coerced and close controls are required.

On the other hand Theory Y assumes that; to an average man work is as natural as rest or play; he enjoys physical and mental effort. Motivation, potential for development, imagination and ingenuity are present in all people given proper conditions. Coercion and close control are not required. Finally Given proper conditions people will accept and seek responsibility; they seek leadership rather than the security of being led.

McGregor believed that managers who hold theory X assumptions are likely to treat workers accordingly. On the other hand, managers who hold theory Y assumptions treat their workers as committed and responsible persons and give them more latitude in performing their tasks. These findings and conclusions should help managers to understand and appreciate people’s behaviors in organizations and make superiors sensitive to subordinate needs.

1.1.4. Contextual Background

In Uganda, formal education is based on seven years of primary and six years of secondary education. Vocational, technical and academic courses are offered through post primary education and training institutions.  The education system, particularly secondary education, is still centrally managed by the Ministry of Education and Sports (MoES) whilst primary education is managed by local district administrations (MoES report, 2006). The role and importance of secondary education in national development is emphasized (World Bank Report, 1995).

In addition, the competitiveness, especially in high value added and knowledge based sectors of the economy, depends on knowledge, skills and competences associated with abstract reasoning, analysis, language and communication skills and application of science and technology which are most efficiently acquired through secondary education schooling (Lewin, 2001).

However, this requires new management styles in order to enhance efficiency and effectiveness.  Improved efficiency is needed and can be achieved through management reforms; raising the learner-teacher ratio, increasing teachers’ time on task, reducing repetition and improving accountability, Munyaka, (2013).

Contextually, in Gulu today, there is a desire to ensure that the best school head teachers run

Secondary Schools because of the rapid growth in secondary school education; Government policy to liberalize education services since the  late 1990s, has led to many private secondary schools to mushroom; most being run commercially for profit leading to increased intake  levels, decline in students’ academic  performance  which is of greater concern than ever before.  This brings into perspective the prior thrust for an improvement in standards and performance, which the district and the MoES, (2013) are eager to attain. In addition, the MoES is frequently conducting workshops for head teachers and deputy head teachers on management styles, in order to help improve their management skills. However, despite the above, most students’ academic performance is still wanting in Gulu. For instance out of 3479 students who sat for UCE in 2011, only 199 students passed in grade one (0.057% ) compared to Mukono with 1893 (18%), Wakiso 4398 (36.0%) and Kampala 3034 (16%) (High School on line, 2013), similarly in 2012 Mukono district had the highest percentage of students in grade one at 16% followed by Mbarara 15%, Wakiso 15%, Bushenyi 14% and Kampala 13%. On the flip side, Gulu had trailed with 5.9 % (New vision, 2012).  In some secondary schools there is increasing poor performance in mainly the science subjects. The poor performance in science subjects by students was attributed partly to poor management styles in schools.  Since teacher morale and welfare is so low at present many of them are forced to work in more than one school (Namirembe, 2005).  Indiscipline in secondary schools linked to poor management is also on the increase in this very area ravaged by war for over twenty years, which affects the quality of education outcomes in schools. Alupo, (2012) argues that many secondary schools still lack the necessary performance requirements, not only because of inadequate funds or poor facilities, but also as a result of poor management styles. The research was therefore intended to find out whether there is a significant relationship between Head Teachers ‘management styles and students’ academic performance in secondary schools in Gulu district.

1.2 Statement of the Problem

It is nowadays easier to predict that schools in central and western Uganda will lead in national exams as their counterparts in the east and north trail. It is painful to see that the best candidates and schools in northern Uganda are often equivalent to moderate or worst performers in schools in central and west. For instance, in this year’s UCE results St Joseph’s College Layibi was the best school in Gulu district with a paltry 54 first grades! Because it is seen as the pillar of education in northern Uganda, people there hailed it for the ‘great achievement. ‘It was distantly followed by Pope John Paul II College (19), Sacred Heart secondary school (18) and Gulu high school (10). In total, Gulu district had 135 (9 per cent) of its 3,184 students that sat for UCE exams passing in first grade. In Mbarara, Ntare school had 245 first grades followed by Mayhill high school (181), Mbarara high school (157) and St Joseph’s vocational school (102.)

While there have been instances in which some learners and schools from northern Uganda have fared better than their counterparts in the rest of the country, these have been rare exceptions.

This imbalance in our education system is a cancer that needs urgent cure, The Observer, , 2013 : Monitor, (2013), This Imbalance and poor performance in secondary schools in Gulu has continues to puzzle management of the Gulu Secondary Schools , however  Management is expected to play a key role in promoting quality education and enhancing the academic outcome of students, however It is highly probable that management styles are largely responsible for unsatisfactory academic performance in secondary schools exhibited in Gulu District. It is therefore deemed necessary to establish whether there is a significant relationship between management styles and students’ academic performance in the selected secondary schools in Gulu district.

1.3 Purpose of the Study

The purpose of the study is to establish the influence of communication styles, management styles and students’ academic performance in secondary schools.

1.4 Objectives of the Study

The objective of the study is;

• To assess how different communication styles affect student engagement, motivation, and overall academic achievement.
• To examine the influence of various management styles on students’ learning outcomes and classroom dynamics.
• To identify the head teachers’ management styles in Secondary Schools in Gulu district

1.5 Research Question

The study is guided by the following research questions.

1. What are the different communication styles that affect student engagement, motivation, and overall academic achievement?
2. What is the influence of various management styles on students’ learning outcomes and classroom dynamics?

• What are the head teachers’ management styles in Secondary Schools?

1.6 Significance of the Study

Owing to the significant role that management style plays in students’ academic performance, the finding of this study might act as an eye opener to school managers and managers of other learning institutions thus enabling them to adopt the best management styles for educational efficiency.

The findings of the research might reveal to administrators, teachers and parents the effects of management styles on student’ academic performance.

The study might also help to draw attention to those management styles which are likely to contribute to poor working conditions and hence poor output.  Such findings might also help those involved in management training to discover areas where they should direct their efforts.

1.7 Scope of the Study

1.7.1. Content Scope

The study will be to examine; different communication styles affect student engagement, motivation, and overall academic achievement, the influence of various management styles on students’ learning outcomes and classroom dynamics and the head teachers’ management styles in Secondary Schools.

1.7.2. Geographical Scope

The study will be carried out in nine secondary schools in Gulu district. Gulu district is found in northern Uganda. The study area will be chosen because there are limited studies on management styles and performance of students in these schools. Samples will be picked from the selected schools.

1.7.3.   Time Scope

The study is cover a period of approximately six months from August 2024 to January 2025.

1.9 Operational definitions of key terms

Management style is the way in which an organization is administered, and how the management reactions and decisions affect those around them and their work. It is therefore the various ways of dealing with the subordinates at the workplace.

Academic Performance: refers to the measure of success by the educational institutions                    how well a student meets the standards set out by the Ministry of education and Sports.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter discusses the literature related to the subject of study; it reviews previous research, articles on management styles and students’ academic performance according to research objectives.

2.1 Management Styles in Secondary Schools

Management style is the way in which an organization is administered, and how the management reactions and decisions affect those around them and their work (Croom, 2003). The examination of this concept involves many difficulties because of the large number of its definitions (Boris Groysberg, 2010).  One theory that views the multidimensional nature of Management, and especially effective management, is the Natemeyer & Hersey’s, (2011) Classics of Organizational Behavior.

The education system in Uganda follows governance structures inherited from the colonial establishment. The World Bank, (2010) contends that the head teachers of pre-independence secondary schools were British and French ex-servicemen who had participated in the Second World War.  Others were Christian Missionaries who submitted to authoritarian cannon laws.  Head teachers of today’s schools were socialized in these schools from which they inherited the authoritarian style they use.  The report further argued that the use of authoritarian style in a changed world with greater awareness about human rights and democracy makes schools and colleges prone to violent strikes. Most head teachers in developing countries catapult from classrooms to positions of leadership without proper leadership training.  They depend on charisma and socialization from authoritarian cannon law and ex-servicemen-led-schools.  Such a combination of head teacher characteristics is a recipe for authoritarianism in school administration.  The professional sophistication of school teachers is another cause of strikes in schools. Benoît et al, (2011) contended that in organizations staffed with professionals, managers face a challenge of constructing an enabling working environment where professionals can perform with little interference from administrative control.  Thus, the inherent school between administrative control and teachers’ search for independence in the school setting may not be easy to resolve.

According to Ssekamwa, (1997) the current education administration structure in Ugandan schools, presupposes a participatory approach to decision-making.  In Uganda, school councils were introduced to enable students participate in school administration.  In addition, Parents- Teachers Associations (PTA) brings together teachers, parents and administrators to plan for the school, and evaluate its performance.  Similarly, in universities and tertiary institutions, students, academic staff and non-teaching staff all are represented on governing councils.  All these developments facilitate participation in school management.  However, participation has a potential to cause discrepancies in schools.  For example, well intended students councils can lead to strikes when students’ representatives become pressure groups to influence management decisions.   Chip et al, (2013) argue that participation and representative decision-making organs manifest benefits resulting from different points of view.  In such a collaborative system, Henkin et al, (2009) noted, school leaders can no longer assume that it is desirable or possible to order the behaviour of staff and other stakeholders.

Three management styles are very common in schools and these include; democratic, autocratic and laisez faire among others as discussed below;

2.1.1 Democratic Management Style

Democratic management style is one of the more popular forms of management in most schools in today’s education sector. Democratic management style employs a system within an organization that allows the flow of free thought and the sharing of ideas between employees and managers as well as students. Democratic management style managers typically want feedback from employees and clients. They want input from other managers and the employees on various organizational policies and decisions.   Democratic management style puts everyone in an order of equal importance. Often, employees are given tasks that lead to the overall betterment of the company and if there is disarray, everyone from managers to employees feels the sense of burden and responsibility. Democratic management style also gives the managers a chance to listen and act on employee ideas (Armstrong, 2008).

Scott, (2007) stated that a democratic manager delegates authority to his or her staff, giving them responsibility to complete the task given to them, suggests that Staff will complete the tasks using their own work methods.  However, the task must be completed on time. However there is slow decision making because the staff needs to be consulted.  Also some employees may take advantage of the fact that their manager is democratic by not working to their full potential and allowing other group members to ‘carry’ them. It is assumed that there is advocacy for cooperative, active and democratic active learning promoted in Gulu secondary school (MoES report, 2012). This study found out the management styles in Secondary Schools in Gulu district.

2.1.2 Autocratic Management Style

The premise of the autocratic management style is the belief that in most cases the worker cannot make a contribution to their own work, and that even if they could, they wouldn’t. McGregor (1960), called the belief system that leads to this mindset Theory X. Under Theory X workers have no interest in work in general, including the quality of their work.

Autocratic managers attempt to control work to the maximum extent possible. A major threat to control is complexity; complex jobs are more difficult to learn and workers who master such jobs are scarce and possess a certain amount of control over how the job is done. Thus, autocratic managers attempt to simplify work to gain maximum control. Planning of work, including quality planning, is centralized. This in agreement with the common sense view, that leaders are essential and have an impact on the performance of the School, Olsen, (2010).

In contrast to the above an autocratic manager dictates orders to their staff and makes decisions without any consultation.  The leader likes to control the situation they are in. Decisions are quick because staffs are not consulted and work is usually completed on time.  However this type of management style can decrease motivation and increase staff turnover because staff are not consulted and do not feel valued. The concept of management held here is that management must change (Grant, 2009). This study established the relationship between management styles and students’ academic performance in secondary school in Gulu district?

2.1.3 Laissez-Faire

Morgan, (2012) asserts that a laissez faire manager sets the tasks and gives staff complete freedom to complete the task as they see fit.  There is minimal involvement from the manager.  The manager however does not sit idle and watch them work! He or she is there to coach or answer questions, supply information if required.  There are benefits; staffs develop to take responsibility which may lead to improve motivation.  However with little direct guidance from the manager staff may begin to feel lost and not reach the goals originally set within the time frame.

Nsubuga, (2010) indicated that there is a very negative correlation between the laissez faire management style and the school performance in secondary schools.  He established that head teachers who used the laissez faire leadership style tend to fail to follow up those they have delegated tasks to and consequently performance decline.   They leave everything to the mercy of their subordinates, some of whom may lack the necessary skills and competence to execute the work. Others may simply not like to do the work unless they are supervised. Laissez faire style is not the best leadership style to use in the school’s organization because complete delegation without follow-up mechanisms may create performance problems, which are likely to affect the school’s effectiveness.  This is in agreement with Cordón-Pozo,. (2007) study of laissez-faire management shows that it is associated with the highest rates of truancy and delinquency and with the slowest modifications in performance which lead to unproductive attitudes and disempowerment of subordinates.

2.2 Management Styles and Students’ Academic Performance

It is apparent that management plays a very critical role in galvanizing all the other factors in the school together. However, in spite of the importance of management, its contribution to improved school performance will not be maximized, unless management is distributed and shared with the significant others.  The researcher agrees with the school of thought that the concept of management must change, as Grant, (2009) argues that a different understanding of management is needed; a shift from management as headship to distributed form of tasks in teams .There is increasing evidence that management makes a difference in schools. A few scholars have made sustained contributions to the question of how formal management managers affects a variety of school outcomes, but many others have contributed to the accumulation of evidence that mangers do, in fact, make a difference (Heck et al, 2009).

Cordón-Pozo,. (2007) conducted a study on classroom management and the teachers’ leadership on student performance. From their research they summarized that disciplinary  problems  in  the  class  intervene  with  learning  and  disables  the  teacher  from delivering  lessons  in  an  appropriate  manner.  The manager,  who  is  unable  to  control  the disciplinary  problem,  neglect  the  lessons  and  failed  to  prompt  students  with  proper  learning and  feedback.  Monitoring  in  the  school and specifically class  also  becomes  a  difficult  task  for  teachers  on  a regular basis. In contrast they found that a strong and consistent school management with skill  in  controlling  disciplinary  problems  has  a  significant  impact  on  student  achievement. Nsubuga et al, (2008) felt that an orderly task oriented approach to teaching and learning has the best effect on both the conduct and content management of the student.

Chung, E. (2010), from  his  study  found  that  a  flexible  manager (teacher or head teacher)  providing  them  with  fun during  lesson  dissemination  and  enabling  them  with  unlimited  choice  are  able  to  develop student  growth  and  control  the  classrooms.  Bentley,  (2008)  found  that  effective  classroom or school management  is  directly  influential  in  bringing  about  high  academic  achievement  among students in schools.

Rick et al, (2007), found that managers’ inability to effectively manage for instance a teacher in the classroom often contributes low achievement in academics. The studies found  that  disproportionate  ratio  between  the  teacher  and  students  in  a  class often results in low academic performance among students.  Stewart, (2007) from  his  studies  on  classroom  behavior  of  students concluded  that  teachers  who  produce  high  quality  students  invariably  use  pro-active approaches to discipline. They also inferred that there are three important issues in classrooms:

Classroom  will  have  to  engage  the  students  with  active  participation, teachers  who  are capable  of  making  the  students  comply  with  their  instructions  are  successful  in  controlling problem behaviours and graded as high quality academic performers. They also  indicated that this  will be  enabled  only  when the  school management help the teachers’  have  a  structured  administrative  capacity.  The third issue  of  good  governance  in  the  classroom  depended  on  the  social  interactions  between  the teacher  and  the  student  and  between  the  peer  group  in  small  group  settings.  Downer  finally added  that  these  findings  taken  together  contribute  to  a  scientific  understanding  of  how teachers can regulate student classroom behavior which positively influences the performance of learners in the school (Stewart, 2007).

Bowers, (2010), found that it is the responsibility of the school management to develop a conducive academic creative best learning environment possible. Economically  disadvantaged  schools  with  children  hailing  from  poor  social  strata  are subjected  to  teacher  inability  to  manage  effectively  both  the  subject  and  students.  This condition mostly, leads to low student achievement (Clotfelte et al, 2007).  The probable reason quoted for  this  condition  is  employing  new  teachers  with  less  exposure  and  less  capability  in economically  disadvantaged  schools,  where  students  are  equally  disadvantaged.  According to Palmer et al, (2008) classroom management is directly related to student involvement in learning and performance.

In the study of Mokhlis,, (2009) it was found that high quality management strongly correlated with student achievement. The sample was large consisting of elementary, 7 middle and 7 high schools.  The sample reflected a diverse range of student population.  The  study  was  elaborate  and  the  socio-economic  status  of  the  student  was  also considered.

Freiberg et al, (2009)  made  use  of  a  program which  emphasized  preventing   indiscipline in School prior  to  developing  and  improving  student  behavior.  From their study they concluded that it is most important to have consistency in classroom management styles and cooperative discipline with an understanding of teacher- student participation in the class.

Higgins et al,  (2009)  did  a  study on  comparison of urban  school  teachers  and students  and  noted  that  when  teachers  claim  strong  emotional  attachments,  strict  guidelines and  consistency  in  following  rules  and  regulations,  the  students  felt  safe  and  comfortable.  It, according to them yielded high academic turnovers.  Researchers therefore concluded that a teacher has to be assertive and aggressive sometimes if they are concerned about performance but these trickle from the school management.

Unal, (2009) studied the three approaches to classroom management in the school, namely, non-interventionist, interventionist and interactionist teachers in the United States.  They revealed that while the non-interventionist approach was student-centered, the interventionist was teacher-centered.  They  found  that  both  had  advantages  and  disadvantages,  while  a non-interventionist  teacher  gave  freedom  to  the  students  for  self-correction  of  inappropriate behaviours,  the  interventionist  teachers  identified  and  helped  them  to  correct  inappropriate behavior.  The  students  in  the  first  category  become  self-made  and  manage  their  own behaviours,  whereas,  the  students  belonging  to  the  second  category  were  dependent  on somebody for directions. The interactionist teacher is found to the best among the three.

Walker, (2009) from his study found out that authoritative style of management in the class allows  teachers  teaching  excellence  in  influencing  the  students’  academic  and  social dimensions. Students in an authoritative classroom were mostly high in their achievement.  They  also  indicated  that  such  teachers  can  even  reduce  the  percentage  of dropout.

In  one  of  the  interesting  studies  conducted  by  Poulou , (2009),  it  was  revealed  that   management  will  be  facilitated  by  teacher-student  interpersonal relationships such as mutual respect, inspiring attention and commitment.  Recent  researches  in  management  styles  and  their  impact  on  student outcomes  have   found  student-cantered  classrooms  to  be  more  effective  in providing  overall  development  among  the  students  than  teacher-centered  classroom management styles (Freiberg et al, 2009).

Milner et al, (2010)  from  their  studies  found  that  when  students  hail  from multiple  cultures  consisting  of  diverse  languages,  religions  and  ethnicities, management  becomes  highly  difficult.  Implementation  of  discipline  and  regulations  of  the school  will  be  highly  stressful  unless  the  teacher  is  capable  of  a  contingent  classroom management. But Milner et al, (2010) also felt that this kind of classroom management will require a great deal of support from the school administration.

A  study  conducted  by  Weiner et al, (2010)  to  understand  the  issues  related  to  management in urban schools specifically, he found that the teachers need to put in enormous efforts and commitment to enable the students be successful in their academic skills and social skills  as  urban  classroom  situation  poses  more  problems  due  to  the  great  number,  especially when  the  urban  schools  are  placed  in  high  poverty  neighbor hoods.  The high poverty areas present problems of indiscipline more than the middle class and upper class schools. Agba et al, (2010) correlated teacher management styles in the classroom with student academic performance.  In line with many studies and researches Agba et al, (2010) found that  management  style  has  a  significant  positive  correlation  to  student academic performance. They found the relationship between student-student, student-teacher also equally contribute to either positive or negative performance in academics. Allen et al, (2010) found that management especially in class is an essential  factor  in  bringing  about  academic  success  in  students  and  emphasized  the  need  for training  teachers  on  strong  classroom  management  practices. According to them, a highly qualified head teacher and teacher would have attained mastery in school management practices, taking into consideration the time, the space, the size and the material to be delivered to the students. This study will establish the relationship between management styles and students’ academic performance in Gulu secondary Schools clearly indicating the gaps.

2.3 Challenges of executing management styles

According to Smythe, (2007), there is lack of clear definition and understanding of management goals. Active debate ensures all stakeholders are aware of the management goals and they work towards them but when there is little debate, goals are not clearly defined and each manager may work towards achieving personal goals which are not in line with organizational goals. In such a case, organizational performance is likely to be adversely affected. This is common with autocratic management style where debate is common and the managers act independently.

There is opposition to implementation of management strategies Kroeger, (2010). In many cases, employees oppose organizational change since they are unsure of the effects it will have on their careers. Unless they are involved in change through dialog and communication, they are likely to oppose change. Strategic management involves organizational change. With little debate between senior employees, strategic management goals are likely not to be met due to opposition from staff.

According to Amy, (2011) while it is important that management allows employees to participate in decision making and encourages involvement in the organization’s direction, managers must be cognizant of the potential for employees to spend more time formulating suggestions and less time completing their work. Upper-level management will not support a participative management program if they believe employees are not meeting their daily or weekly goals. Some suggestions for overcoming this potential problem are to set aside a particular time each week for workers to meet with management in order to share their ideas or to allow them to work on their ideas during less busy times of the day or week. Another idea that works for some managers is to allow employees to set up individual appointments to discuss ideas or suggestions.

Managers should remember that participative management is not always the appropriate way to handle a given situation. Employees often respect a manager that uses his or her authority and makes decisions when it is necessary. There are times when, as a manager, it is important to be in charge, make a decision, and then accept the responsibility for the choices made. For example, participative management is probably not appropriate when disciplinary action is needed (Amy, 2012). When managers look upon their own jobs as a privilege instead of as a responsibility, they will fail at making participative management work. They will be less willing to turn over some of the decision-making responsibility to subordinates. Another reason that participative management fails is that managers do not realize it is not the same as delegating or simply shifting responsibility. Participation alone has no value; it is only an effective tool if it is used to solve problems and meet goals. Some managers believe that inviting employees to join in meetings and form committees will create a successful participative management program. However, these measures are only successful when employees’ ideas are accepted by management and implemented.

According to Cosmato, (2011) the more people who are involved in a decision process, the more difficult it is to reach a consensus. There may be sessions that turn into nothing more than lengthy debates and conjecture with no forward progress towards resolution. Opinions may or may not be founded in facts but be based on emotions. In addition, the goals of the organization and the way that a proposed move affects those goals must be considered. It can be difficult to get employees to focus on the welfare of the company as opposed to their own (e.g. proposed layoffs) or the welfare of the company over the welfare of their respective departments (e.g. proposed outsourcing of the marketing department).

There is a danger of a democratic style of management being adopted only in name and not in practice. If a company claims that it has a democratic leadership style but makes decisions autocratically either before or after employee consultation that company will likely experience greater employee dissatisfaction and discontent that it would if it had stated the case accurately (Cosmato, 2011).

McDonough, (2013) found out that one of the greatest challenges of the democratic style of leadership is emerging from the bottom: the “people’s choice”. If the consensus of the group goes against that of management, those individuals must be willing to adopt the consensus. If they override the group’s decision, it is likely that the group will assume that management is only pretending to participate in a democratic leadership style and the company will experience the same consequences as those of pseudo-participation.

According to Brick, (2008) autocratic style of management leads to work getting done on time because there are less people involved in the decision making process. The problem with this type of management style is that the staff are going to eventually lost motivation working in an environment where they have no say and employee turnover is likely to run high as they move on to other opportunities where they can have an impact.

In Laissez Faire Management Style the team is given the freedom to complete the job or tasks in any way they deem it should be done. It is a hand off approach at the management level in terms of direction, but the manager is there to answer questions and provide guidance as needed. This is a good way to help develop individual contributors into leaders which is only going to serve to make your team stronger in the long run. On the flip side, it can lead to conflict on the team if some employees try to assume the role as a leader in the interim or to dictate to others how their work should be done (Brick, 2008).

CHAPTER THREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter presents the method used in conducting the study. It describes research methodology, the area of study, the study population and sampling design, sources of data, data collection, data collection procedure and instruments, data analysis tools and limitations to the study.

3.1 Study Design

This is a case study adopting cross-sectional survey design in gathering of information on Management styles and students’ academic performance. The study used qualitative data. The  analysis is helpful in that qualitative approach will generate rich details and valid data which will contribute to the depth understanding of the research problem.

3.2 Study Population

This study will target a total of 88 respondents from four Schools in Gulu District. This is because all these categories of respondents is believed to be knowledgeable about the extent to which students perform academically. The study specifically include the schools of, Layibi college, sacred heart girls school, Gulu High school and Gulu college.

3.3 Sampling Technique

Stratified sampling, Purposive sampling method will be employed in investigating respondents among the head teachers, deputies and directors, implying that specific target respondents well known for their services and responsibilities were selected. Directors from the Headquarter offices and managers from other offices were purposively selected. However, simple random sampling were used in determining respondents among the teachers and students, support staff found in all schools selected.

Using simple random sampling technique the respondents were selected randomly without bias and this gave equal chances to all the respondents, using these technique teachers, and students were selected at random selected without following a specific procedure.

This technique was used because the students and teachers population are bigger therefore it would be bias to choose them purposively yet they have different opinions.

3.4 Sample Selection

Using Krejcie & Morgan, (1970), a sample size of 70 was selected among all categories of respondents using stratified, random sampling. This was expected to improve on the reliability of data to be collected in this study.

This sample is deemed reasonable because often studies on management are based on small samples as pointed out in the previous studies (Nelson, 1988; Spiro, 2002). According to Sekaran (2000:296) – Sample sizes of larger than 30 and less than 500 are appropriate.

3.5 Data Collection Methods and Sources

Data collection methods are an integral part of research design which involves selection qualitative data (Amin, 2005). The study will be employed both primary and secondary data collection approaches.

3.5.1    Secondary data Collection

Roston, (2001) defines secondary data as the data that is available, already reported by some other scholars. Secondary data include policy documents and abstracts of the various scholars relating to the topic of discussion in question. Secondary data for this study was got from sources like libraries, archived records of compliance practice and related organizations. This is because it might be readily available and easier to comprehend, as it comprises of extensively researched work.

3.5.2 Primary Data collection

According to Roston, (2001), primary data is that kind of data that has been gathered for the first time, it has never been reported anywhere. Short comings of secondary data sources such as out datedness and inadequacy in terms of coverage will necessitate the use of primary sources for first hand data, interviews will be used and this will enable the researcher to get first information.

3.6 Data Collection Instrument

3.6.1    Interview Guide

Qualitative data was collected from the informants using interviews. The interview guide was structured. The interviews were held with head teachers, and took approximately thirty to sixty minutes. These will be noted to be the best tools for getting first-hand information /views, perceptions, feelings and attitudes of respondents. Both formal and informal interviews will be used to get maximum information from the different respondents to participate in the research.

3.6.2    Documentary Analysis Checklist

This instrument contain a list of documents that were reviewed to obtain the necessary secondary data in revere to the study objectives, questions and hypothesis.

This method enable the researcher to obtain secondary information on the management styles and students’ academic performance in  secondary schools  by carefully studying written documents, and visual information which included official correspondents, text books, newspapers or articles.

3.7 Reliability and Validity

3.7.1 Validity of the Instrument

Validity of Instruments is the extent to which the instruments used during the study measure the issues they are intended to measure. To Ascertain the Validity, questions were discussed with the supervisor, given to two independent lecturers. This were done to clear any lack of clarity and ambiguity to assess the relevancy of the questions with the objective of the study and the content validity index will therefore be computed using the formulae below.

3.7.2 Reliability of Instrument

Reliability is the extent to which the measuring instrument produces consistent scores when the same groups of individuals are repeatedly measured under the same conditions (Amin, 2004).

3.8 Data collection Procedure

The researcher after designing and pre-testing data collection tools obtained a letter from University introducing him to the district authorities and the sub counties. He  then approached the schools for permission to collect data from their schools after explaining the purpose of the study.  Upon being allowed he contacted some respondents to build rapport with them and make appointment.

3.9 Qualitative Data Analysis

Qualitative data, such as findings out of interviews of respondents, were put into meaningful and exhaustive categories. Content analysis were the main method of analyzing the data collected (Miles & Huberman, 2004). The Data will be classified into categorical variables. Therefore, data will be analyzed thematically. In using this form of analysis, major themes were identified and classified. The researcher examined the collected and identified information that will be relevant to the research questions and objectives, (Mbabazi, 2008).

CHAPTER FOUR

FINDINGS AND DISCUSISON OF THE STUDY

4.2 Management styles at school

During the study majority of the students indicated that teachers rarely offer feedback to students, this was also reflected by the response from one of the teachers’ who asserted that;

“Many students, especially in traditional educational systems, feel hesitant to provide feedback. It could be due to the fear of upsetting their teachers or even the perception that their opinions won’t be valued. Also, many students are just not used to actively giving feedback, and there aren’t always clear avenues or structured times to do so”.

On the same study another teacher asserted that;

“One significant factor is the lack of encouragement or safe spaces for students to share their thoughts. If students aren’t regularly asked for their opinions, they might not feel motivated to speak up. Sometimes, there’s also a cultural element at play, where students are taught to listen and absorb rather than actively contribute to the discussion about their learning experience”.

On the same note another teacher asserted that;

“In my experience, feedback is typically something we, as teachers, might seek at the end of the term, like through surveys or anonymous comment boxes. But these forms of feedback feel somewhat impersonal, and often, students just don’t take them seriously. Day-to-day feedback such as asking students if they understand a lesson or how we can improve is not as common. Teachers may assume that silence means understanding, which isn’t always the case”.

During the interview further on finding out, if the teachers receive feedback from students one of the teachers responded that;

“In the classroom, we might try to be open and friendly, but there’s rarely a structured or consistent way to actually encourage or gather feedback from students. We can ask a question, like “Do you understand?” but it’s often a routine that doesn’t fully engage the students. The feedback we get may be sparse or superficial”.

While another respondents indicated

“Without regular feedback, it’s hard to adjust our methods to suit the individual needs of students. Some students might not feel comfortable speaking up in class, and so, we’re left without a clear understanding of where the teaching might be missing the mark. Constructive feedback is essential for growth, but it’s a two-way street. If students aren’t giving it, teachers can’t improve their methods”.

CHAPTER FIVE

DISCUSSIONS, CONCLUSIONS, RECOMMENDATIONS

4.0        Introduction

The purpose of the study was to establish whether there is a significant relationship between the head teachers’ management styles and students’ academic performance in secondary schools in Gulu district. This chapter presents the discussion of the findings conclusions and recommendation based on objectives that included;

• To examine the head teachers’ management styles in Secondary Schools in Gulu district
• To establish the relationship between head teachers’ management styles and students’ academic performance.
• To examine the challenges faced in executing management styles in secondary schools in Gulu district.

5.1 Discussions

5.1.2 Head Teachers’ Management Styles

Most of the respondents disagreed that teachers welcome students’ feedback. This means that there is likely no chance of democratic systems of management in these schools since the students are not invited in a forum to discuss the pros and cons plans and ideas in their schools reflected. The researcher therefore discovered that the management styles in most of these schools are a bit autocratic because despite the above results from the respondents, the majority of the respondents strongly disagree that students enjoy effective and healthy communication with management in school, and the teachers too don’t listen to what the students have say before finalizing of something.

Majority of the respondents indicated that Leaders and superiors have sole responsibility of taking decisions without bothering much about the. It also shows that leaders do not bother about the opinions of students in these schools hence, asserting that the leadership is autocratic in nature.

As per the findings it’s notable that the most dominant style of management in the schools studies is the autocratic management style that dictates and gives little or no chance to others to have a say in matters concerning the schools. This coincides with the views of McGregor (1960), who asserted that the premise of the autocratic management style is the belief that in most cases the worker cannot make a contribution to their own work, and that even if they could, they wouldn’t.

5.1.3 Relationship between head teachers’ management styles and students’ academic performance

According to the study management principle affects out come in schools. This shows that the way a head of school manages the school has a bearing on the students’ academic performance. This view is shared by Heck et al, (2009) that there is increasing evidence that management makes a difference in schools. A few scholars have made sustained contributions to the question of how formal management principles affect a variety of school outcomes, but many others have contributed to the accumulation of evidence that management do, in fact, make a difference.

most of the respondents assert that with the fact that disciplinary problems disable the teacher from delivering lessons. This implies that discipline is paramount if students are to perform well in whatever they are doing. The findings contend with Nsubuga et al, (2008) is his findings in study conducted on classroom management and the teachers’ leadership on student performance. From their research they summarized that disciplinary  problems  in  the  class  intervene  with  learning  and  disables  the  teacher  from delivering  lessons  in  an  appropriate  manner.  The manager,  who  is  unable  to  control  the disciplinary  problem,  neglect  the  lessons  and  failed  to  prompt  students  with  proper  learning and  feedback.  Monitoring  in  the  school and specifically class  also  becomes  a  difficult  task  for  teachers  on  a regular basis. In contrast they found that a strong and consistent school management with skill  in  controlling  disciplinary  problems  has  a  significant  impact  on  student  achievement.

5.1.4 Challenges faced in executing management styles in secondary schools

Majority of the respondents disagreed to the lack of clear definition and understanding of management goals as a challenge in executing management styles. This implies that there is an understanding of management goals by the respondents. However further findings revealed that most of the respondents agreed that there is a challenge of opposition to the implementation of management strategies. These findings are line with Kroeger, (2010) who noted that in many cases, employees oppose organizational change since they are unsure of the effects it will have on their careers. Unless they are involved in change through dialogue and communication, they are likely to oppose change. Strategic management involves organizational change. With little debate between senior employees, strategic management goals are likely not to be met due to opposition from staff.

The research findings further shows that majority of the respondents disagreed to the notion that Employees spend more time formulating policies and less time completing their work. This therefore is a major challenge to many school administrators in executing the various management styles since most of the time is spend debating other than implementation. This was also echoed by Cosmato, (2011) that the more people are involved in a decision process, the more difficult it is to reach a consensus because the decision-making process is long and time consuming. There may be sessions that turn into nothing more than lengthy debates and conjecture with no forward progress towards resolution. Opinions may or may not be founded in facts but be based on emotions. In addition, the goals of the organization and the way that a proposed move affects those goals must be considered. It can be difficult to get employees to focus on the welfare of the company as opposed to their own (e.g. proposed layoffs) or the welfare of the company over the welfare of their respective departments (e.g. proposed outsourcing of the marketing department).

5.2       Conclusions

In summary; the study revealed that there are several management styles in the schools surveyed which include; autocratic, democratic and leisezz faire. The respondents were more positive and agreed to democratic and participatory management styles than autocratic system since it gives them a chance to have a say and share their views hence they matter in the management process. While Relationship between head teachers’ management styles and students’ academic performance include; management principle affects students’ academic performance and the ratio between teacher and students also has a bearing on the students’ academic performance. However, classroom management is also essential in students’ academic achievement while Challenges faced in executing management styles in secondary schools include lack of clear definition and understanding of management goals spending less time in teaching conflicts among team members and loss of motivation among team members.

5.4 Recommendations

Given the study findings, the following recommendations were made:

The ministry of education of education and sports should formulate policies that encourage more democratic and participatory management styles in schools through strengthening schools management committees and meetings between staff and students in order to create a positive working environment and enable good communication in the schools and hence achieve good academic performance.

Schools should set stronger rules and regulations to emphasize discipline in schools since there is a strong relationship between student discipline and academic performance as established by the study findings.

Head teachers should allow participation of both teachers and students in management by delegating some role by top leaders to juniors and inclusion of the students in the overall management to increase their motivation in work and studies respectively. Hence improvement of performance in their schools.

5.4 Areas for Further Research      

Future research can be conducted on the impact of management styles on academic performance in secondary schools.

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APPENDIX B: INTERVIEW GUIDE FOR HEAD TEACHERS

Dear Respondent,

This interview guide is designed to collect data that will help in a research about, “Management styles and students academic performance in secondary schools” in this school. You are therefore chosen to be part of this research. Be honest in giving your responses. We assure of high levels of confidentiality. Thank you in advance for accepting to be cooperative.

SECTION A: BACKGROUND INFORMATION

Sex of respondent:      a) Male            b) Female

1. In what ways does the school administration welcome feedbacks from subordinates in this school?
2. In your opinion, do you think the type of management styles employed by the school administration influence performance in this school?
3. If so, how do these management styles influence performance of the school?
4. What methods of management do you use?
5. Does collective involvement of staff and their heads in decision-making play a significant role in promoting academic excellence in this school?
6. Would you agree to delegate your authority to your subordinates in order to ensure effective performance in this school?
7. How can sharing of management through decision making in the school lead to effective school performance?
8. How do disciplinary problems disable the teacher from delivering lessons in this school?
9. Do economic levels affect your performance in this school? How? (specify)
10. What challenges do you face in executing your management styles in this school?