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THE ROLE OF LEADERSHIP STYLES ON TEACHERS WORKING MORALE IN PRIMARY SCHOOLS
1.1 Background to the Study
Northouse (2004) defined leadership as “a process whereby an individual influences a group of other individuals to achieve a common goal”. Miller, Walker and Drummond (2002) view leadership style as the pattern of interactions between leaders and subordinates. Koontz and O’Donnell (1959) explain that leadership is a way of influencing people to follow achieving of a common goal. Crosby and Bryson (1999) further expound that leadership is the inspiration and mobilization of others to undertake collective action in pursuit of a common goal. It includes controlling, directing, indeed all techniques and methods used by leaders to motivate subordinates to follow their instructions. It is a procedure to influence the people in order to achieve the desired result.
Armstrong (2004) argues that leadership focuses on getting people to move in the right direction, gaining their commitment and motivating them to achieve their goals. School leaders (i.e., head teachers and school board) are therefore supposed to possess ability of influencing teachers, parents and other stakeholders of education to make sure that their schools are successfully attaining its intended objectives by making sure that teachers perform well their responsibilities and learners perform well in their academics as anticipated.
Leadership style is the way in which the functions of leadership are carried out, the way in which the manager typically behaves towards members of the group (Mullins, 2006). There are many dimensions way of describing leadership styles. According to Mullins (2006), there are three basic leadership styles which are autocratic, laissez fair and democratic. The main difference among these styles is where the decision making function rests. The Autocratic leadership style is where the focus of power is within the group more than move towards the manager. The manager alone exercises 3 decision – making and authority for determining policy, procedures for achieving goals, work tasks and relationships, control of rewards or punishment. The Democratic leadership style is where the focus of power is more within the group as a whole and there is greater interaction within the group.
The leadership functions are shared with members of the group and the manager is more part of a team. The group members have a greater say in decision-making, determination of policy, implementation of systems and procedures. A Laissez-faire leadership style is where the manager observes the members of the group working well on their own. The manager consciously makes decisions to pass the focus of power to members, to allow them freedom of action to do as they think best; and not to interfere, but is readily available if help is needed. Leadership style used at school level is very important in promoting teachers‟ working morale at school. Hollinger (2010) stated that low teachers‟ morale decreases engagement with colleagues and students, diminishes productivity, reduces student learning and breeds cynicism. He adds that when teachers‟ morale is high and the faculty of culture is healthy, students excel socially and academically. Moreover, teachers are collaborative and productive and social environment is dynamic and engaging.
In spite of the important role of leaders on teachers working morale, other issues (e.g., compensation, students‟ disreputable behaviors‟) have also been affecting teachers‟ working morale such as meagre incomes. The teachers‟ strike of 2012 justifies the argument. Omari (2013) reported that while all these happen, the public relations group of the ministry does not seem to be active to defend teachers. Another observation shows that even community members demoralize teachers.
1.2 Statement of the Problem
When consideration is given to the demands made on teachers today, school climate and teacher morale become serious issues that must be addressed by school leaders. One of the jobs of the school leader is to create a school climate where the classroom teacher can feel safe and confident to perform her job. Since the largest professional portion of a school system is the teaching staff, it is important that the teachers have positive attitudes; the behaviors, attitudes, and actions of other teachers can greatly affect the overall teacher morale level in a school. Schools that employ teachers with high morale tend to have a school climate that facilitates an increased level of commitment from its entire staff (Lester, 1990). Conversely, schools that employ teachers with low morale tend to have an atmosphere of apathy that can retard school progress and the development of its students (Hardy, 1999). Teacher morale can dictate the general feel or climate of a school; therefore, in order for students to have the greatest opportunity to excel, teacher morale cannot be low.
It is however observed that most primary schools in Nigeria, particularly government owned schools are facing the problems of lack of teachers‟ working morale due to leadership styles. Hollinger (2010) stated that effective and supportive leadership contribute significantly to high level of teachers‟ morale, while ineffective, that is unsupportive leadership, causes low teachers‟ morale. Teachers‟ morale to work is important for students‟ effective learning and performance. Teachers‟ morale is influenced by effective and supportive leadership, which encourages and guides them on what to perform, listens to their experiences and suggestions, and thus defends them in their problems.
1.3 Objectives of the Study
The main objectives of this study is to find out the role of leadership styles on teachers working morale in primary schools, specifically the study intends to:
1. Investigate the leadership styles practiced in primary schools.
2. Examine the teachers‟ perception on the exercised leadership styles.
3. Find out different ways in which the practiced leadership style affect teachers Morale.
4. Find out the most effective leadership style(s) that influence teachers‟ working morale.
"Kila kitu kilicho kwenye tovuti hii ni halisi na kilitolewa kutoka kwa mradi kamili unaopatikana.Kichapo cha ""KUFUNDISHA SASA"" MSWORD DOC: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTERS: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CHAPTER: CH Miller, Walker na Drummond (2002) wanaona mtindo wa uongozi kama muundo wa mwingiliano kati ya viongozi na chini. Koontz na O'Donnell (1959) wanaelezea kwamba uongozi ni njia ya kushawishi watu kufuata kufikia lengo la kawaida. Crosby na Bryson (1999) pia walielezea kwamba uongozi ni msukumo na kuhamasisha wengine kuchukua hatua ya pamoja katika kufuatilia lengo la kawaida. "Hiyo inatia ndani ""kudhibiti, kuelekeza, na kwa kweli mbinu zote na mbinu zinazotumiwa na viongozi kuwahamasisha watu wa chini kufuata maagizo yao.""" Ni utaratibu wa kuathiri watu ili kufikia matokeo yanayotakiwa. Armstrong anasema uongozi unazingatia kuwafanya watu waende katika mwelekeo sahihi, kupata kujitolea kwao na kuwachochea kufikia malengo yao. Kwa hivyo, viongozi wa shule (yaani, wakuu wa shule na bodi ya shule) wanapaswa kuwa na uwezo wa kushawishi walimu, wazazi na wadau wengine wa elimu kuhakikisha kuwa shule zao zinafanikiwa kufikia malengo yake yaliyokusudiwa kwa kuhakikisha kwamba walimu hufanya vizuri majukumu yao na wanafunzi hufanya vizuri katika masomo yao kama inavyotarajiwa. "Mtazamo wa uongozi ni njia ambayo kazi za uongozi zinafanywa, njia ambayo meneja kawaida hujiendesha kwa wanachama wa kikundi (Mullins, 2006).""" Kuna njia nyingi za kuelezea mitindo ya uongozi. Mullins anatambua kuwa kuna aina tatu za uongozi: autocratic, laissez faire na democratic. Tofauti kuu kati ya mitindo hii ni ambapo kazi ya kufanya maamuzi inakaa. Autocratic uongozi ni ambapo nguvu ni ndani ya kundi zaidi ya kuhamia kwa meneja. Msimamizi peke yake anafanya maamuzi na mamlaka ya kuamua sera, taratibu za kufikia malengo, kazi kazi na mahusiano, udhibiti wa thawabu au adhabu. Uongozi wa kidemokrasia ni wakati ambapo nguvu ni zaidi ndani ya kundi kwa ujumla na kuna mwingiliano mkubwa ndani ya kundi. Kazi za uongozi zinashirikiwa na wanachama wa kikundi na meneja ni zaidi sehemu ya timu. Washiriki wa kikundi wana sauti kubwa katika kufanya maamuzi, kuamua sera, utekelezaji wa mifumo na taratibu. Laissez-faire uongozi mtindo ni ambapo meneja anaona wanachama wa kundi kufanya kazi vizuri kwa wenyewe. Msimamizi huchukua maamuzi kwa ufahamu ili kuipitisha nguvu kwa wanachama, kuwapa uhuru wa kufanya kama wanavyofikiri ni bora, na si kuingilia kati, lakini ni inapatikana kwa urahisi kama msaada unahitajika. Mtindo wa uongozi unaotumiwa katika ngazi ya shule ni muhimu sana katika kukuza maadili ya kazi ya walimu shuleni. Hollinger (2010) alisema kwamba maadili ya chini ya walimu hupunguza ushiriki na wenzake na wanafunzi, hupunguza uzalishaji, hupunguza kujifunza kwa wanafunzi na huzaa ucheshi. "Ameongeza kuwa ""wakati maadili ya walimu ni ya juu na kitivo cha utamaduni ni afya, wanafunzi hufaulu kijamii na kitaaluma.""" Zaidi ya hayo, walimu ni ushirikiano na uzalishaji na mazingira ya kijamii ni nguvu na kuvutia. "Licha ya jukumu muhimu la viongozi juu ya maadili ya kazi ya walimu, masuala mengine (kwa mfano, fidia, tabia mbaya za wanafunzi) pia yamekuwa yakihusu maadili ya kazi ya walimu kama vile mapato madogo.""" Mgomo wa walimu wa mwaka 2012 ulionyesha kuwa ni wa kweli. Omari (2013) aliripoti kwamba wakati haya yote yanatokea, kikundi cha mahusiano ya umma cha wizara haionekani kuwa hai kutetea walimu. Uchunguzi mwingine waonyesha kwamba hata washiriki wa jumuiya huwavunja moyo walimu. "Kama tunavyoona katika madai ya leo ya walimu, hali ya hewa ya shule na maadili ya walimu inakuwa suala kubwa ambalo lazima lishughulikiwe na viongozi wa shule.""" Kazi ya kiongozi wa shule ni kuunda mazingira ya shule ambapo mwalimu wa darasa anaweza kujisikia salama na kujiamini kufanya kazi yake. Kwa kuwa sehemu kubwa ya kitaaluma ya mfumo wa shule ni walimu, ni muhimu kwamba walimu kuwa na mitazamo chanya; tabia, mitazamo, na vitendo vya walimu wengine vinaweza kuathiri sana kiwango cha jumla cha maadili ya walimu katika shule. Shule ambazo zina wafanyikazi wa hali ya juu wa kiakili huwa na hali ya hewa ya shule ambayo inawezesha kiwango cha juu cha kujitolea kutoka kwa wafanyikazi wake wote (Lester, 1990). Kwa upande mwingine, shule ambazo zinaajiri walimu wenye maadili ya chini huwa na hali ya kutojali ambayo inaweza kusababisha maendeleo ya shule na maendeleo ya wanafunzi wake (Hardy, 1999). Utamaduni wa mwalimu unaweza kuamua hali ya shule kwa ujumla; kwa hiyo, ili wanafunzi wawe na fursa kubwa ya kufanikiwa, tabia ya mwalimu haiwezi kuwa ya chini. Hata hivyo, ni muhimu kutambua kwamba shule za msingi nchini Nigeria, hasa shule zinazomilikiwa na serikali, zinakabiliwa na matatizo ya ukosefu wa walimu wa kazi kwa sababu ya mitindo ya uongozi. Hollinger (2010) alisema kwamba uongozi wa ufanisi na wa kuunga mkono huchangia sana kiwango cha juu cha maadili ya walimu, wakati uongozi usiofaa, yaani uongozi usiounga mkono, husababisha maadili ya chini ya walimu. Ujasiri wa walimu wa kufanya kazi ni muhimu kwa kujifunza na utendaji mzuri wa wanafunzi. Utamaduni wa walimu huathiriwa na uongozi mzuri na wenye kuunga mkono, ambao huwatia moyo na kuwaongoza juu ya nini cha kufanya, husikiliza uzoefu wao na mapendekezo, na hivyo huwatetea katika matatizo yao. Lengo la utafiti huu ni kugundua jinsi tabia ya uongozi inavyoathiri maadili ya walimu katika shule za msingi. Chunguza mitindo ya uongozi inayotumiwa katika shule za msingi. 2. Uwezekano wa kupata Kuchunguza walimu 'utambuzi juu ya mazoezi ya uongozi mitindo. 3. Uwe na mtazamo wa kweli Tafuta njia tofauti ambazo mtindo wa uongozi unaotumiwa huathiri maadili ya walimu. 4. Uwe na uhakika Tafuta mtindo wa uongozi wenye ufanisi zaidi ambao huathiri hali ya kazi ya walimu.