This paper discusses the effect of two leadership styles, namely: transformational and bureaucratic styles of leadership as practiced by head teachers on the quality of support supervision they offer primary teachers in Mid-western Uganda. The study arose...
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This paper discusses the effect of two leadership styles, namely: transformational and bureaucratic styles of leadership as practiced by head teachers on the quality of support supervision they offer primary teachers in Mid-western Uganda. The study arose as a result of public outcry over the poor quality and limited amount of support supervision teachers in primary schools in that region of the country are offered despite numerous attempts by Government to train school heads in institutional management. The researchers employed a descriptive cross-sectional survey research design where quantitative and qualitative data were collected from 320 teachers and 20 educational administrators using questionnaire survey and interview methods. The data were analyzed with the use of descriptive and inferential statistical techniques as well as content analysis method. The findings of the study revealed that both transformational (B=.365; p= .000) and bureaucratic (B =.250; p=.000) styles of lead
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