Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda

  • Wilson Mugizi Kyambogo University
  • Kariisa Henry Ampeire Makerere University
  • Jovlet Birimbasa Kemeri Kampala International University
Keywords: Collaborative culture, Distributed leadership, Interpersonal relationship, Leadership practices, Students discipline, Social competence

Abstract

This study examined the relationship between headteachers' leadership practices and students' discipline in secondary schools in Bushenyi-Ishaka Municipality, Uganda. Particularly, the study tested the relationship between headteachers' collaborative culture practice and students' discipline, the relationship between headteachers' distributed leadership practice and students' discipline, and the relationship between the headteachers' interpersonal relationships leadership practice and students' discipline. The cross-sectional design was adopted using the quantitative and qualitative approaches. Data were collected on a sample of 310 teachers using a questionnaire survey. The findings revealed that while the collaborative culture and interpersonal relationship had a positive and significant relationship with students' discipline, distributed leadership had a negative and insignificant one. Therefore, it was concluded that the collaborative culture leadership practice is imperative for promoting students' discipline in secondary schools, distributed leadership practice is not an essential practice for promoting students' discipline in secondary schools, and interpersonal relationship leadership practice is vital for the promotion of students' discipline in secondary schools. Therefore, it was recommended that headteachers should promote collaborative culture practice in schools to promote students' discipline, headteachers should not over-emphasise distributed leadership in implementing measures of promoting student discipline, and headteachers should prioritise enhancing interpersonal relationships in secondary schools to promote students' discipline.

Metrics

Metrics Loading ...

Author Biographies

Wilson Mugizi, Kyambogo University

Department of Education Planning and Management, School of Education, Kyambogo University

Kariisa Henry Ampeire , Makerere University

Department of Science, Technical and Vocational Education, School of Education, Makerere University

Jovlet Birimbasa Kemeri , Kampala International University

Faculty of Education, Kampala International University, Uganda

References

Abbo, C., Okello, E. S., Muhwezi, W., Akello, G., & Ovuga, E., Makinodan, M. (2016). Alcohol, substance use and psychosocial competence of adolescents in selected secondary schools in Uganda: A cross sectional survey. International Neuropsychiatric Disease Journal, 7(2). https://doi.org/10.9734/INDJ/2016/25387

Abe, I. I., & Mason, R. B. (2016). The role of individual interpersonal relationships on work performance in the South African retail sector. Problems and Perspectives in Management, 14(2-1), 192-200. https://doi.org/10.21511/ppm.14(2-1).2016.08

Abuhassna, H., Al-Rahmi, W. M., Yahya, N., Zakaria, M. A. Z. M., Kosnin, A. B., & Darwish, M. (2020). Development of a new model on utilising online learning platforms to improve students' academic achievements and satisfaction. International Journal of Educational Technology in Higher Education, 17(1), 1-23. https://doi.org/10.1186/s4123 9-020-00216-z

Akinbo, E. A., Agwu, E., Okoruwa, G., & Adedeji, A. (2016). Prevalence and Magnitude of alcohol-related health problems among youths in disease endemic Bushenyi district, Uganda. Special Pathogens Review Journal, 1(2), 053-059.

Amanyisa, Z. (2016, April 24). Uganda: 21 expelled over strike. The Monitor. https://allafrica.com › stories

Awor, M. B. (2016). Influence of students' indiscipline on academic performance of 'o’ level secondary students at Kairos High School in Makindye Division, Kampala Capital City Authority, Uganda (Masters Dissertation, Uganda Management Institute). Kampala, Uganda.

Ayebare, M. (2018). Leadership styles and students’ unrests in secondary schools in Sheema District, Uganda (Masters Dissertation, Uganda Management Institute). Kampala, Uganda.

Bahadur, W., Bano, A., Waheed, Z., & Wahab, A. (2017). Leadership behaviour in high-performing government boys’ secondary schools in Quetta: A grounded theory analysis. Journal of Education and Educational Development, 4(2), 153-176.

Barattucci, M., Lo Presti, A., Bufalino, G., Jønsson, T., Teresi, M., & Pagliaro, S. (2020). Distributed leadership agency and work outcomes: Validation of the Italian DLA and its relations with commitment, trust, and satisfaction. Frontiers in psychology, 11, 512. https://doi.org/10.3389/fpsyg.2020.00512

Bashaija, A., & Rukundo, A. (2018). Family socioeconomic status, religiosity and alcohol use among secondary school adolescents in Bushenyi-Ishaka Municipality, Uganda. African Journal of Teacher Education, 7(2), 53-66.

Bedi, A. (2020). A meta‐analytic review of paternalistic leadership. Applied Psychology, 69(3), 960-1008. https://doi.org/10.1111/apps.12186

Biggs, D. M., Swailes, S., & Baker, S. (2016) The measurement of worker relations:

the development of a three-component scale. Leadership & Organization Development

Journal 37, 1, 1-12 https://doi.org/10.1108/LODJ-08-2012-0098

Challita, J. (2018). Social competence and cognitive strategy use in early school years (PhD Thesis, The University of Sydney). http://hdl.handle.net/2123/19707

Cheloti, K. S., Obae, R. N., & Kanori, E. N., (2014). Principals’ management styles and students’ unrests in Secondary Schools in Nairobi County. Journal of education and practice, 5(29), 29-37.

Cheloti, K. S., Obae, R. N., & Kanori, E. N., (2014). Principals’ management styles and students’ unrests in Secondary Schools in Nairobi County. Journal of education and practice, 5(29), 29-37.

Chiesi, F., Bonacchi, A., Lau, C., Tosti, A. E., Marra, F., & Saklofske, D. H. (2020). Measuring self-control across gender, age, language, and clinical status: A validation study of the Italian version of the Brief Self-Control Scale (BSCS). PloS one, 15(8), e0237729. https://doi.org/10.1371/journal.pone.0237729

Cooper, C. D., Kong, D. T., & Crossley, C. D. (2018). Leader humour as an interpersonal resource: Integrating three theoretical perspectives. Academy of Management Journal, 61(2), 769-796. https://doi.org/10.5465/amj.2014.0358

Cropanzano, R., Anthony, E. L., Daniels, S. R., & Hall, A. V. (2017). Social exchange theory: A critical review with theoretical remedies. Academy of Management Annals, 11(1), 479-516. https://doi.org/10.5465/annals.2015.0099

Dansereau Jr, F., Graen, G., & Haga, W. J. (1975). A vertical dyad linkage approach to leadership within formal organisations: A longitudinal investigation of the role making process. Organisational behavior and human performance, 13(1), 46-78. https://doi.org/10.1016/0030-5073(75)90005-7

Ekanem, R. (2015). The need for curriculum-based sex education on the sexuality of secondary school students in Bushenyi-Ishaka municipality Bushenyi District (Masters Dissertation, Kampala International University). Bushenyi-Ishaka, Uganda.

Epps, S. R., Park, S. E., Huston, A. C., & Ripke, M. (2003, March). Psychometric analyses of the positive behaviour scale in the new hope project and the panel study of income dynamics. In Child Trends Conference on Positive Outcomes. Washington, DC.

Fefer, S. A., & Gordon, K. (2020). Exploring perceptions of school climate among secondary students with varying discipline infractions. International Journal of School & Educational Psychology, 8(3), 174-183. https://doi.org/10.1080/21683603.2018.1541033

Franke, G., & Sarstedt, M. (2019). Heuristics versus statistics in discriminant validity testing: a comparison of four procedures. Internet Research. 29(3), 430-447. https://doi.org/10.110 8/IntR-12-2017-0515

Göksoy, S. (2015). Distributed leadership in educational institutions. Journal of Education and Training Studies, 3(4), 110-118.

Gómez-Hurtado, G., González-Falcón, I., Coronel-Llamas, J. M., & García-Rodríguez, M. P. (2020). Distributing leadership or distributing tasks? The practice of distributed leadership by management and its limitations in two Spanish Secondary Schools. Education Science, 10(122), 1-5. https://doi.org/10.3390/educsci10050122

Hair Jr, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021a). Partial least squares structural equation modelling (PLS-SEM) using R: A workbook. Cham, Switzerland: Springer Nature. https://doi.org/10.1007/978-3-030-80519-7

Hair, J. F., Hult, G. T. M., Ringle, C. M., Sarstedt, M., Danks, N. P., & Ray, S. (2021b). Evaluation of Reflective Measurement Models. In Partial Least Squares Structural Equation Modeling (PLS-SEM) Using R (pp. 75-90). Springer, Cham.

Hammarfelt, B. (2018, September). What is a discipline? The conceptualisation of research areas and their operationalisation in bibliometric research. In STI 2018 Conference Proceedings (pp. 197-203). Centre for Science and Technology Studies (CWTS).

Harris, A., & DeFlaminis, J. (2016). Distributed leadership in practice: Evidence, misconceptions and possibilities. Management in education, 30(4), 141-146. https://doi.org/10.1177/0892020616656734

Kalkbrenner, M. T. (2021). Alpha, omega, and H internal consistency reliability estimates: Reviewing these options and when to use them. Counselling Outcome Research and Evaluation, 1-12. https://doi.org/10.1080/21501378.2021.1940118

Kasivu, G. M. (2020). The role of teacher-student interpersonal relationship in determining students’ discipline in public secondary schools in Machakos County. International Journal of Research and Innovation in Social Science (IJRISS), 4(7), 319-324. |

Kennedy, A. (2018). Promoting the social competence of each and every child in inclusive early childhood classrooms. In D. Farland-Smith (Ed.). Early Childhood Education, IntechOpen, 1-13. https://doi.org/10.5772/intechopen.73467

Kibaka, J. N. (2019). Influence of head teachers administrative task on student discipline in secondary schools in Kikuyu Division Kiambu District, Kenya (Masters Dissertation, University of Nairobi). Nairobi, Kenya.

Kim, J. H. (2019). Multicollinearity and misleading statistical results. Korean Journal of Anesthesiology, 72(6), 558–569. https://doi.org/10.4097/kja.19087

Kleptsova, E. Y., & Balabanov, A. A. (2016). Development of Humane Interpersonal Relationships. International Journal of Environmental and Science Education, 11(4), 2147-2157. https://doi.org/10.12973/ijese.2016.585a

Koçak, C., & Önen, A. S. (2014). The analysis on interpersonal relationship dimensions of secondary school students according to their ruminative thinking skills. Procedia - Social and Behavioral Sciences, 143, 784-787. https://doi.org/10.1016/j.sbspro.2014.07.476

Koula, V. (2015). The interpersonal relations between teachers and between principals and teachers: Factor in the all-around development of this students’ personality. Humanities and Social Sciences Review, 4(1), 481-495.

Kucharska, W. (2017). Relationships between trust and collaborative culture in the context of tacit knowledge sharing. Journal of Entrepreneurship, Management and Innovation, 13(4), 61-78. https://doi.org/10.7341/20171344

Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103-122. https://doi.org/10.1080/0305764X.2016.1259389

Leijten, P., Gardner, F., Melendez-Torres, G. J., Knerr, W., & Overbeek, G. (2018). Parenting behaviors that shape child compliance: A multilevel meta-analysis. PloS one, 13(10), e0204929. https://doi.org/10.1371/journal.pone.0204929

Little, A. P. (2020). Voices of the unheard: Black girls and school discipline (Doctoral dissertation, The Ohio State University, Columbus, USA). https://rave.ohiolink.edu › etdc › view › accnum =osu1...

Löfgren, H., & Karlsson, M. (2016). Emotional aspects of teacher collegiality: A narrative approach. Teaching and Teacher Education, 60, 270-280. http://dx.doi.org/10.1016/j.tate. 2016.08.022

Lovingood, S. M. (2021). Front office mothers in the business of professional sports: Navigating motherhood and career (Doctoral dissertation, Concordia University Chicago, River Forest, USA). https://search.proquest.com › openview

Melliferina, R. A, Rani, P. R. I., & Adelweis, E. C. (2019). Principal as a determinant of student disciplinary behavior. International Summit on Science Technology and Humanity, 272-275.

Meredith, C., Moolenaar, N. M., Struyve, C., Vandecandelaere, M., Gielen, S., & Kyndt, E. (2017). The measurement of collaborative culture in secondary schools: An informal subgroup approach. Frontline Learning Research, 5(2), 24-35. http://dx.doi.org/10.14786/flr.v5i2.283

Morgan, M. A. (2018). Too cruel for school: Exclusionary discipline and the incorrigible student (Doctoral dissertation, University of Cincinnati, Cincinnati, USA). https://search.proquest.com›openview

Munshi, J. D., & Haque, S. (2017). Leader-LMX and follower-LMX impact similarly on dyad exchange as measured on LMX-7-scale. International Journal on Leadership, 5(1), 1-11.

Murphy, J. F., & Louis, K. S. (2018). Positive school leadership: Building capacity and strengthening relationships. New York, USA: Teachers College Press.

Njami, W. A. (2018). Assessment of principals’ leadership styles on student discipline in public secondary schools in Nakuru County, Kenya (Masters Dissertation, Kenyatta University). Nairobi, Kenya.

Nuwagaba, L. (2019). Discipline and academic performance in English language in secondary schools a case study of Ishaka - Bushenyi Municipality Bushenyi District (Bachelors Dissertation, Kamapala International University). https://ir.kiu.ac.ug › handle

Okereke, B. N. (2016). A Collaborative approach to address student behavior and academic

achievement across systems (Masters Dissertation, California State University,

San Bernardino, USA). https://scholarworks.lib.csusb.edu/etd/404

Omodan, B. I. (2021). Promoting Collaborative Pedagogy in Classrooms: Challenges and Solutions. Journal of Education, Teaching and Learning, 6(2), 102-109. https://dx.doi.org/10.26737/jetl.v6i2.2598

Omodan, B. I. & Ige O. A. (2021). Sustaining Collaborative Learning among University Students in the Wake of COVID-19: The Perspective of Online Community Project. International Journal of Learning, Teaching and Educational Research, 20(1), 356-371. https://doi.org/10.26803/ijlter.20.1.20

Purwanto, A. K., Kurniady, D. A., & Sunaengsih, C. (2019). Participative Leadership In The Implementation Of Character Education. Opción, 35(88), 736-758

Rajbhandari, M. M. S., Rajbhandari, S., & Loock, C. (2016). Relations- and task-oriented behaviour of school leaders: Cases from primary schools in Finland. South African Journal of Childhood Education 6(1), a360. http://dx.doi.org/10.4102/sajce.v6i1.360

Salfi, N. A. (2011). Successful leadership practices of head teachers for school improvement: Some evidence from Pakistan. Journal of Educational Administration, 49(4), 414-432. https://doi.org/10.1108/09578231111146489

Salgong, V. K., Ngumi, O., & Chege, K. (2016). The role of guidance and counseling in enhancing student discipline in secondary schools in Koibatek District. Journal of Education and Practice, 7(13), 142-151.

Segalo, L., & Rambuda, A. M. (2018). South African public school teachers’ views on right to discipline learners. South African Journal of Education, 38(2), 1-7. https://doi.org/10.15700/saje.v38n2a1448

Spector, P. E. (2019). Do not cross me: Optimising the use of cross-sectional designs. Journal of Business and Psychology, 34(2), 125-137.. https://doi.org/10.1007/s10869-018-09613-8

Sullivan, A. M., Owens, J. B., &, Lucas, L. [Eds.]. (2016). Challenging dominant views on student behaviour at school. Singapore: Springer Science and Business Media Singapore.

Szostek, D. (2019). The impact of the quality of interpersonal relationships between employees on counterproductive work behaviour: A study of employees in Poland. Sustainability, 11(21), 5916. https://doi.org/10.3390/su11215916

Wang, X., & Cheng, Z. (2020). Cross-sectional studies: strengths, weaknesses, and recommendations. Chest, 158(1), S65-S71. https://doi.org/10.1016/j.chest.2020.03.012

Woods, P. A., & Roberts, A. (2016). Distributed leadership and social justice: Images and meanings from across the school landscape. International Journal of Leadership in Education, 19(2), 138-156. https://doi.org/10.1080/13603124.2015.1034185

Xhomara, N. (2019). The effect of collegial school management on improvement of students’ skills. Pedagogika, 136(4), 153-171. https://doi.org/10.15823/p.2019.136.10

Published
2022-05-29
How to Cite
Mugizi, W., Ampeire , K. H., & Kemeri , J. B. (2022). Headteachers’ Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda . Interdisciplinary Journal of Education Research , 4, 44-59. https://doi.org/10.51986/ijer-2022.vol4.04