Analysis of Headteachers and Teachers’ Perception about the Influence of Leadership Models and Leadership Styles on School Performance. A Case Study of TVET Schools in Ruhango District

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.