Leadership Styles and Transformation of Primary Education in Gulu City, Northern Uganda (Chapter Seven)

Abstract

Abstract
Education in a post-conflict zone is a critical and challenging undertaking. The negative impacts of conflict on the teaching learning process of the child include no psychological balance, unconducive environment, violence and antisocial practices. This explains why schools in post-conflict region like Gulu City have registered low quality education – low literacy and numeracy rates, and low grades in Primary Leaving Examinations. Effectively addressing these challenges requires applying good school leadership styles as proposed by behavioural Leadership Theory. This research investigated the leadership styles applied by the headteachers in Primary Schools in Gulu City. A cross-sectional design was employed using interviews and focus group discussion methods of data collection. Qualitative (textual and visual analyses) was used to analyse data from interviews, and summative thematic content analysis was used to analyse data collected through focus group discussions. The findings revealed that headteachers applied empathetic, transformational, dictatorial, and laissez-faire leadership styles. Empathetic and transformational leadership styles had a significant influence on the performance levels of the different schools and were recommended for headteachers in schools in northern Uganda.