HEADTEACHERS’ MANAGEMENT STYLES IN PRESIDING OVER ADMINISTRATIVE ISSUES. A CASE IN SELECTED PUBLIC SCHOOLS OF LUSAKA DISTRICT.

Abstract

It is evident that the role of the Headteachers in effecting positive change in the administrative processes of the schools is vital. The issue of management styles is a major and basic concern for all organizations and institutions in various countries. Different countries around the world have been attempting to highlight and stress the concept of efficient management styles in various ways in their organizational daily activities, programs, and performance. In order to explore the subject at hand, the study aimed at assessing Headteachers’ management styles in presiding over administrative issues in public schools of Lusaka district. To that effect, the study had the following research objectives: to identify the management styles of Headteachers, to establish the administrative roles of Headteachers, to investigate teachers’ views of Headteachers’ management styles in presiding over administrative issues, as well as to suggest ways to improve Headteachers’ administrative roles in public schools in Lusaka district. The study employed a mixed method with a convergent parallel design. The sample size of this study was twenty-two (22) respondents comprising four (4) Headteachers from public schools, two (2) representatives from the DEBS’s office and sixteen (16) teachers from the public schools in Lusaka district under study. The findings of the study revealed that there was a fairly equal distribution of management styles among Headteachers across the schools. Secondly, Headteachers’ roles were to manage staff, curriculum implementation, financial plans, administration code of conduct and the flow of information. Thirdly, the management style and attitude of the Headteacher had a great bearing on the administration processes of the school. The last finding was that ways to improve Headteacher administrative roles included training and development, upgrade of qualifications and external monitoring and evaluation. As part of the recommendations, institutions of higher learning should incorporate relevant and current theories of leadership into their training programs for educational leaders. Further recommendation was that external monitoring and evaluation of Headteachers should be done in order to rate their individual leadership abilities and lastly, that the government seeks partnership with stakeholders to implement leadership development programmes for educational leaders to foster administrative efficiency.