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.

What are the different communication styles that affect student engagement, motivation, and overall academic achievement?
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.