Influence of headteachers’ managerial styles on parental involvement in students’ discipline in Kilimanjaro region
This chapter will be based on the background of the problem, statement of the problem, purpose of the study, general objectives, specific objectives, research questions, hypothesis of the study and significance of the study.
1.2: Background of the problem
This section tries to look and assess the connection between the head teachers managerial styles and parents involvement on the students’ discipline. The managerial styles of head teachers on parent’s involvements in discipline of students are so crucial in the development of student behavior and performances in academic. The research shows that the proper managerial styles of head teachers that involve parents participation in solving discipline matters of students yields better performances of students in their academics and behavior. In Kilimanjaro region the notable managerial styles that are used by head teachers in involving parents on student’s discipline involve democratic and authoritative styles.
Democratic style is applied when head teachers held parents meetings, send student academic reports, lettering parents on student’s misbehavior and asking individual parent to meet head teacher or other specific teacher like academic master. In other hand authoritative style is used when expelling students who misbehave and suspending students to stay with parents in a certain time interval like three weeks, one month, or a year. Through these styles, parents in schools like Katanini primary school (Moshi district), Kambi ya raha primary school (Hai district), Kisiwani primary school, Mokanda primary school, Majevu primary school (Same district) will be able to cooperate with head teachers and school staff in controlling the discipline of their students.
1.3: Statement of the problem
Students’ discipline had greatly deteriorated; this study will investigate if teachers’ managerial style influences school discipline in the schools. School inspectors annual reports of 2007 indicated that for the last five years although teachers had to play a significant role in enhancing students’ discipline, they seemed to have relaxed. That is they did not perform as expected, although the Ministry of Education has enhanced school discipline by offering teachers training to the teachers through the Tanzania Education Management Institute (TEMI) training programme, the secondary schools still face indiscipline cases. This study therefore will examine teachers’ managerial styles in enhancing students’ discipline ( Kurland, et al. 2012).
1.4: Purpose of the study
The purpose of the study is to investigate the head teachers’ managerial styles in order to know how to control the discipline of the students in schools, students’ performance and to influence parents to participate fully in academic issues such as controlling the students’ behavior, helping them financially, encourage them and looking all their activities done by them. Primary schools which are found in Kilimanjaro region are Katanini primary school (Moshi district), Kambi ya Raha primary school, Kisiwani primary school, Mokanda primary school, Majevu primary school (Hai district), the head teachers of these schools use different managerial styles to control the students’ behavior and make parents to participate fully in Academic issue, thus, they conduct meeting and so forth so as to promote the quality of education in Kilimanjaro region.
1.5: Objectives of the study
Here we look for general objective and specific objectives of influence of head teachers’ managerial styles on parental involvement in students as explained below:
1.5. 1: General objective of the study
The general objective of this study is to know the influence of head teachers’ managerial styles on parental involvement in students’ discipline.
1.5.2: Specific objectives of the study.
1. To examine how head teacher’s managerial styles affect parent’s involvement in students’ discipline.
2. To identify roles of head teacher’s managerial styles to parent’s involvement in students, discipline.
3. To examine the relationship between parents and head teacher’s managerial styles towards student’s discipline.
4. To examine how failure of head teachers managerial styles on parents’ involvement in students’ discipline affect student’s behaviors.
5. To identify how other factors contribute to student’s discipline.
1.6: Research Questions
- How does the authoritarian leadership styles and parental involvement influences student’s discipline in Kilimanjaro region?
- What is the influence of democratic leadership style and parental involvement in Kilimanjaro region?
- To what extent Laissez-faire style of head teachers and parental involvement in Kilimanjaro region affect students’ discipline?
- How does the transformation leadership styles used by the head teachers and involving parents on students’ disciplines in Kilimanjaro region?
1.7: Hypothesis of the study
The following hypothesis will be used in this research
There is no significance relationship between head teacher’s managerial styles on parental involvement on student’s discipline.
There is a significant relationship in considering teachers styles in involving parents on student disciplines.
There is no significance relationship between participation of parents and head teachers managerial styles on students disciplines.
1.8: Significance of the study
The findings of this proposed research are expected to generate important lessons to the head teachers to improve their styles, approaches, strategies and techniques in solving problems in their schools in relation with the parents.
Also the information will be used as a framework to achieve sustainable solutions to improve the current situations on the relations and discipline of the students. Moreover this study will add to existing knowledge on the managerial styles of the head teachers on parental involvement in student’ discipline and come up with different styles as an alternative strategy of solving the students’ discipline.
This study will finally give an outlook to the head teachers on the good styles which can be used in cooperation with the parents on how to ensure that the discipline of the students are good since the good performance of the students go together with the good discipline.
2.0: SECTION TWO: LITERATURE REVIEW OF THE STUDY
2.1: Introduction
This chapter will deal with the review of related literature on influence of the head teachers managerial styles of parental involvement on students’ discipline in Kilimanjaro region.
2.2: Theoretical framework
Teachers and parents are crucial allies in realizing the desired schools goals, such head teachers are therefore, more likely to bring teachers and parents on board during the formulation and implementation of students’ discipline policies. In such a school environment, teachers and parents are more likely to be intrinsically motivated to play their role expectations in discipline management. This may in turn stem and nurture negative behavior and social values among learners respectively (Kiumi, 2008).
Literature on organizational leadership shows that different leaders adopt different styles to accomplish organizational goals. Lue and Byars (1993) have observed that leaders’ attitude towards his or her co-workers has a bearing on the style (whether participatory or non-participatory of co-workers) he or she applies to attain the stipulated organizational goals. If the leaders’ attitude is favorable; he or she is likely to apply participatory management style and vice versa and making various organizational decisions (Copland, 2003).
Theory Y orientation towards co-workers is typical of head teachers who hold the view that teachers and parents are crucial allies in realizing the desired schools goals. Such head teachers are, therefore, more likely to bring teachers and parents on board during the formulation and implementation of students’ discipline policies. In such a school environment, teachers and parents are more likely to be intrinsically motivated to play their role expectations in discipline management. This may in turn stem and nurture negative behavior and social values among learners respectively, (Kiumi, 2008).
2.3: Literature review
The extent to which a school head teachers brings the teachers and parents on boards depends on the attitude he or she holds towards them, (Lue and Byars 1993).Thus if the head teacher believes that they are crucial partners, he or she likely to devolve power and widen the action space in the formulation and implementation of discipline policies, (McManus, 1989). In such situation teachers and parents are likely to develop positive feeling towards their schools and consequently reciprocate by supporting it to attain its mission of producing responsible adults.
According to the information given by the Ministry of Education and Vocational Training (MoEVT) about the number of secondary schools in Tanzania, Kilimanjaro emerged at the top list of 26 regions in the country. Such success was said to be due to the parental contribution and involvement in educational matters, also high morale to learn among children in the region is one among the factors that has added a lot to this success, (MoEVT, 2007).
Apart from having those secondary schools with and without libraries, still Kilimanjaro region is facing a challenge of eradicating illiteracy to its students as this is the strategy to the whole country at large. There are so many efforts taken by the government to involve the community in the building of secondary schools (ward secondary schools). The fact of having libraries in schools have been taken for granted, schools are built but there is no library and even those with libraries have no enough books and other learning resources. This shows that the government and the society at large have not yet seen the importance of the library to the performance of the students in secondary schools.
Head teachers’ managerial styles have effects directs or indirect on students’ discipline, (Muli, 2009 and Mbogori 2012). And the studies shows that democratic management style tend to attain different result to achieve students’ discipline moreover, none of the studies has addressed whether there is any relationship between democratic management style and the level of teachers’ and parental input bon students discipline management and its influence on the level of students discipline (Gatobu 2012).
Studies done in Kenya on female administrators are in consistent with (Mwiria’s 1995) findings. (Aringo 1981) found that authority of women head teachers tended to be undermined by parents, teachers and students. Consequently, women head teachers in her study sample (n=20) tended to centralize power especially on discipline policies in order to protect their positions.
Asunda (1983) and Kariuki (1998) have shown that type of school whether day and boarding has a bearing on the extent to which a head teacher will integrate teachers and parents in his or her schools’ management programs. However the studies are not explicit on how school type single sex or co- education may influence head teachers’ level of inclusiveness in discipline management.
2.4: Knowledge Gape
Literature reviewed indicates different findings in some cases there are relationships while others there are none. Besides, none of the studies has addressed the issue of laissez-faire management style and the level of teachers and parental input on students’ management and its influence on the level of students’ discipline. Transactional management style and contingency management style have not been substantially studied by researchers in relation to teachers and parental input and level of students’ discipline; this study will fill this gap.
The studies reviewed seem to show that male and female tend to adopt different management styles to attain organizational goals. For instance, while some of the preceding studies seem to show that women are more democratic hence more likely to apply an inclusive style of management than men, others tend to indicate that they are less democratic. Moreover, none of the studies has addressed head teachers management styles in relation to teacher’s and parental input on student’s discipline management and level of student’s discipline. This study will also fill this gap.
2.5: Conceptual frame work of the study
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