Head Teachers’ Democratic Leadership Style and Discipline of Students in Secondary Schools in Buhweju District, Uganda

Abstract

The purpose of the study was to establish the influence of Headteachers’ Democratic leadership styles on discipline of students in secondary schools in Buhweju District-Uganda. In all education settings, the impact of head teachers’ leadership styles has been key in fostering disincline among students, as these have employed a number of strategies mainly aimed implement to improve discipline with in secondary schools. In the effort to understand how principals can generate democratic spaces and school success, it was asserted that head teachers’ leadership styles are involved in setting directions, building a vision for the students to achieve the required levels of discipline, as well as setting standards and expectations for their students, families, and teachers. In this regard, some headteachers in secondary schools in Buhweju adopted Democratic leadership style. The study adopted descriptive research design. This study made use of the quantitative methods within a single study, to provide a more-full understanding of the research subject. The participants were selected from the selected secondary schools, which included Head teachers, (08), teachers, (169) and students (1928). Total population was 2105 participants The findings indicated that head teachers help to influence motivate, and direct their followers, which determines how head teachers as leaders implement plans and strategies to accomplish given objectives while accounting for stakeholder expectations and the wellbeing and soundness of their teaching and non-teaching teams. In recommendations, Head teachers should investigate how participative decision-making fosters a sense of self-esteem among students, potentially leading to credited behavior and discipline.