Abstract:
This study assesses the influence leadership models and styles have on performance in TVET
schools. This study also investigates the perception of headteachers and teachers in TVET schools
on the types of leadership models and leadership styles that are effective to enhance school
performance. The data were collected from 5 Headteachers and 196 teachers from 5 TVET schools
in Ruhango District using both questionnaire and interview techniques. The study adopted the
descriptive research method and the data were analyzed using Microsoft Excel tables. The
recorded interviews were analyzed using thematic content analysis. The findings indicate that the
majority of headteachers (60%) and teachers (52%) perceive instructional leadership model as the
most effective for school performance. As of the leadership styles, the situational leadership styles
are perceived by the majority of headteachers (60%) and teachers (51%) as the most effective for
school performance. Headteachers and teachers emphasized that it is the responsibility of the
school leaders to set up school goals in collaboration with other stakeholders to manage
curriculum. They have also to follow up the teaching and learning activity to make sure it is taking
place effectively. They should also monitor the implementation of the curriculum, to address all
arising issues at school and to foster collaboration in the school community.
