Influence of Leadership Style on Organizational Performance of Primary Teachers Training Colleges in Lake Victoria Region of Kenya

Abstract

The purpose of this study was to investigate empirically the influence of principals' leadership styles on the organizational performance of primary teachers training colleges in Lake Victoria Region of Kenya. Independent variables comprised Laissez faire and autocratic leadership styles, while the dependent variable was organizational performance. The study employed a quantitative method approach with questionnaires as the instruments for data collection. The target population for this study was 245 tutors and 9 principals in the 5 public and 4 private primary teachers training colleges. The study sample was 225 tutors and the 9 principals. Leadership styles were measured using the adapted version of the Multi-factor Leadership Style Questionnaire. The study found that both Laissez faire and autocratic leadership styles were less exhibited by principals of PTTCs in Lake Victoria Region of Kenya. Laissez faire leadership style was least exhibited. The study also revealed that both Laissez faire and autocratic leadership styles negatively influenced the organizational performance of PTTCs. Lastly demographic characteristics did not have statistically significant influence on organizational performance of PTTCs in the Lake Victoria Region of Kenya.

Leadership Styles and Work-Related Flow Experience as Predictors of Teachers’ Productivity in Osun State, Nigeria

“…This showcased that headteachers with laissez-faire leadership style would always exhibit attitudes comprised non-involvement towards curriculum and co-curriculum activities of the school, show indifference to any academic or non-academic oriented issues of the school, overlook academic achievement, absent when needed with inability to give clear cut direction about mode of implementing and enforcing school rules and regulations which may discourage members of academic staff to invest more efforts during teaching-learning interactions and thereby making subject teacher's classroom discussion unproductive. This study corroborated recent research finding conducted by Lumumba et al (2021) wherein laissez faire leadership style was reported of having negative association with organisational performance of primary teachers training colleges in Lake Victoria Region of Kenya.…”

“…Aside from the fact that the study was restricted to those teachers teaching Business Studies, it neglected to incorporate the third component of the leadership style. Lumumba, Simatwa, and Jane (2021) submitted that laissez faire leadership style was a negative function of primary teachers' trainings 'college organisational performance in Kenya. Nwachukwu and Emunemu (2021) noted that there was no significant relationship between laissez-faire leadership style and teacher effectiveness in public secondary schools in Ibadan North Local Government Area of Oyo State, Nigeria.…”

An empirical Evidence on the Relationship between Leadership Styles and Organizational Performance

“…Effectiveness: Effectiveness of an organization as the capability to exploit the atmosphere when obtaining scarce or valued resources to support its action (Lumumba, Simatwa, & Jane, 2021).…”

Leadership Styles and Employees’ Job Performance at Forestry Research Institute of Nigeria

“…Therefore, it aids in the development of people's skills through the participation of others. According to the laissez-faire philosophical premise, the style enhances job happiness through the involvement of others, and it helps to develop people's skills (Lumumba, et al 2021). As a result, if the laissez-faire leader does not provide any suggestions or comments, he will simply live within the existing framework.…”