Abstract:

The purpose of the study was to investigate the most applied head teachers’ leadership styles in motivating teachers’ in secondary schools of Kitwe district, Zambia. The study was conducted using descriptive survey. Purposive and simple random sampling techniques were used to select 22 head teachers and 210 teachers respectively to participate in the study. Questionnaire instruments with likert scale questions were used as research tools in collecting data from teachers and head teachers. To test reliability of the instruments, data set on the questionnaires were subjected to chronbach`s alpha (α) test statistics using statistical package for social sciences version.20 (SPSS 20). Data collected from the participants were quantitatively analyzed and presented into tables using SPSS 20. The results for this study show that head teachers frequently apply democratic leadership style as they allow teachers to express their feelings about how things should be done and they put suggestions made by staff members into operation. It is recommended that head teachers in secondary schools of Kitwe district should equally apply all the three leadership styles (democratic, laissez-faire and autocratic) without favoring only one type of leadership style. (184 words).

Key words: Head teachers’ leadership styles, Teachers’ motivation, Secondary education teachers, Kitwe district, Zambia.

References:

[1].   Adom, D., Hussein, E.K. & Agyem, J.A. (2018). Theoretical and conceptual framework for Mandatory ingredients of a quality research: International journal of scientific research. 7(1), ISSN: 2277-8179. Retrieved from https://www.researchgate.net/publication/322204158.

[2].   Amir, I., Qins, S., Muhammed, F. & Aruba, S. (2017). Leadership styles and employee’s motivation: Perspective from emerging economy. 51(4), 143-156. Retrieved from: https://musejh.edu/article/662834.

[3].   Chua, C., Basin, A. & Hassan, Z. (2018). Leadership style and impact on employee performance: International Journal of Accounting and Business Management.6 (1), 80-94. ISSN:2289-4519. Anglia Ruskin University, UK. DOI: 10.24924/ijabm/2018.04/v6.iss1.80.94.

[4].   Chukwusa, J. (2015) Autocratic leadership style: Obstacles to success in academic Libraries. Library philosophy and Practice (e-Journal). University of Nebraska-Lincoln.

[5].   Datuk, M. (2018). Impact of employee motivation on work performance: Pursrawi international college of medical sciences. Doi:10.29322/IJSRP.8.3. 2018.P7544.

[6].   Ezugo, T.C. &Ofojebe, W.N. (2010). Teachers’ motivation and its quality assurance in the Nigerian Educational system. NwaforOrizu college of Eduaction, Nsugbe, Anambrastate, Nigeria.

[7].   Franklin, K. (2016). Examining the impacts of leadership styles and motivation of U.S teachers. (Doctoral dissertation), Scholar works, Walden University.

[8].   Gagne, M. &Deci, E. L., (2005). Self-determination theory and work motivation. Journal of organization Behavior, 26, 331-362. Doi: 10.1002/job.322. Wiley interscience. (Publisher).

[9].   Kayii, N. E, (2008). Principles leadership style and motivation of teachers in government secondary schools in Port Harcout local government area: International journal of Aquatic research and education. 6(3), 47-57, ISSN: 2354-2942. River state university, Port Harcourt, Nigeria.

[10].  Kinyanjui, G. N. & Orodho, J.A. (2014). Influence of head teachers’ leadership styles on pupils’ performance in Kenya certificate of primary Education examination in Dagoreti District.5(18), 64-70, Kenyatta University, Kenya.

[11].     Kuvale, S. (2016). Effect of leadership style on school performance of secondary schools in Wadajir District, Mogadishu, Somalia.

[12].     Machumu, H.J. & Kaitila, M.M., (2014). Influence of leadership styles on teacher’s job satisfaction: A case of selected primary schools in Songea and Morogoro District, Tanzania.

[13].     Muhammad, S.K., Irfanulla, K. &Qama, A.Q. (2015) The styles of leadership: A critical review. Gomal University, DeraIsmaIL Khan, Pakistan.

[14].     Obi, E. (2003). Educational management: Theory and Practice. Jamoe Enterprises, Enugu.

[15].     Ojokuku, R.M., Odetayo, T. A. & Sajuyigbe A.S. (2012). Impact of leadership style on organizational performance: a case study of Nigerian Banks. American journal of business and management, 1(4), 202-207. Ladoke Akintola university of Technology, Oyo state, Nigeria.

[16].     Probst, G. (2005). Organizational crisis-the logic of failure: Academy of management perspectives. 19(1) University of Geneva. DOI: 105465/AME.2005.15841958

[17].     Raelin, J.A., (2012). Dialogue and deliberation as expressions of democratic leadership in participatory organizational change: Journal of organizational change management. 25(1), 7-23. Northeastern University, Boston, Massachite, USA.

[18].     Shahzadi, I., Jave, A., Pirzada, S.S., Nasreen, S. & Khanam, F. (2014). Impact of employee motivation on employee performance: European journal of business and management. 6(23), 159-166, ISSN:2222-2839. Department of management sciences, the Islamic University of Bahawalpur, Pakistan.

[19].     Shrestha, M. (2019). Contribution of job nature on Leadership style among Academia. SEISENSE Journal of management. 2(4), 1-13. Kathmandu University School of education, Nepal. Doi: https://doi.org/10.33215/sjom.v2i4.156

[20].     Ukaidi, C.U.A. (2016). The importance of leadership styles on organizational performance in Nigeria: Global journal of Human Resource Management. 4(4), 25-34, ISSN: 2053-5694 University of calabar-calabar, Nigeria. (European Centre for research training and development).

[21].     Warmbrod, J.R. (2014). Reporting and interpreting scores derived from Likert –type scales. 55 (5), 30-47. Doi: 10.5032/jae.2014.05030.

[22].     Wasserman, B. Y. (2016). Relationship between the principles leadership style and teacher motivation: International journal of learning, teaching and educational research, 15(10), 180-192. Lifshitz, college, Jerusalem, Israel.