MANAGEMENT STYLES AND TEACHERS TURNOVER IN

PRIVATE SECONDARY SCHOOLS IN BUDAKA DISTRICT

CHARLES KISULE

S16/BUW/MED/025

A RESEARCH PROPOSAL SUBMITTED TO THE FACULTY OF EDUCATION

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR
THE AWARD OF MASTERS DEGREE IN EDUCATION OF
UGANDA CHRISTIAN UNIVERSITY

FEBRUARY, 2022
 DECLARATION

I, Charles Kisule, do declare that this is my own original work and has never
before been submitted for any academic purpose elsewhere.

Signed ……………………… Date ……………………

CHARLES KISULE

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 APPROVAL

This is to certify that this research proposal was developed under our supervision
and is submitted to the Faculty of Education of Uganda Christian University with
our approval.

Signed ………………………………………..
Dr. Christine Margaret Okurut Ibore.

Date………………………………………….

Signed ………………………………………..
Dr. Erisa Kigenyi Masaki

Date…………………….…………………….

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 ACKNOWLEDGEMENT

I would like to thank God Almighty who has enabled me reach this far; I glorify
Him.
I would like to express my acknowledgement to all those who have generously
supplied me with relevant information during this period of research most
especially to the staff of Uganda Christian University who are providing me with
the best quality education and building my creative thinking and working
competitively in the global world. I thank my classmates for the moral support
accorded to me in this training.

I appreciate the support rendered to me by my supervisors, Dr. Christine

Margaret Okurut Ibore and Dr. Erisa Kigenyi Masaki. Their tireless support,
guidance and encouragement has made me reach this far.
Great appreciation to my family; particularly my wife Bulage Suzan for the
encouragement to persevere with this work, my parents, Gawola Benecto and
Munaba Emilliana for the moral support and the mentorship.
May the Almighty God bless you all.

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 DEDICATION

I dedicate this research work to my sponsor Helga Rainer for the financial and
moral support rendered to me.

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 TABLE OF CONTENTS

DECLARATION .......................................................................................................................... 2
APPROVAL .................................................................................................................................. 3
ACKNOWLEDGEMENT ........................................................................................................... 4
DEDICATION.............................................................................................................................. 5
TABLE OF CONTENTS ........................................................................................................... 6
LIST OF TABLES ...................................................................................................................... 8
LIST OF FIGURES ................................................................................................................... 9
ABSTRACT ................................................................................................................................ 10
CHAPTER ONE: INTRODUCTION .................................................................................... 11
1.1 Introduction .................................................................................................................... 11
1.2 Background to the Study ........................................................................................... 11
1.3 Problem Statement ....................................................................................................... 17
1.4 Purpose OR General Objective of the Study ........................................................ 18
1.5 Specific Objectives ........................................................................................................ 18
1.6 Research Questions ..................................................................................................... 18
1.7 Scope of the Study........................................................................................................ 19
1.8 Significance of the Study; .......................................................................................... 19
CHAPTER TWO: LITERATURE REVIEW ...................................................................... 23
2.1 Introduction .................................................................................................................... 23
2.2 Theoretical literature ................................................................................................... 23
2.3 Conclusion ...................................................................................................................... 33
CHAPTER THREE: METHODOLOGY ............................................................................. 35
3.1 Introduction .................................................................................................................... 35
3.2 Research design ............................................................................................................ 35
3.3 Research area: ............................................................................................................... 35
3.4 Study Population .......................................................................................................... 35
3.5 Sample size determination and Selection procedures ...................................... 36
3.6. Sampling techniques for the study: ...................................................................... 37
3.7 Data collection techniques/instruments ............................................................. 37
3.7.1. Individual Interviews .............................................................................................. 38
3.7.2 Key Informant Interview Guide ............................................................................ 38
3.7.3 Document Review ..................................................................................................... 38
3.7.4 Focus Group Discussions (FGDs) ....................................................................... 38

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 3.8 Data Collection Procedures and Ethical Issues in Research ......................... 39
3.8.1 Quality control ........................................................................................................... 39
3.9 Methods of data analysis ........................................................................................ 40
3.10 Ethical concerns ......................................................................................................... 41
References ................................................................................................................................ 42
Appendices ............................................................................................................................... 49
APPENDIX C: INTERVIEW GUIDE ................................................................................. 54
APPENDIX D: FOCUS GROUP DISCUSSION .............................................................. 55
Appendix E: Sampling Frame Table .............................................................................. 55

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 LIST OF TABLES

Table 1: showing teacher turnover in the private schools of Budaka……………..17

Table 2: A list of all the Private Secondary schools in Budaka district…..…….37

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 LIST OF FIGURES

Fig1; Labour turnover in Budaka District 2015-2017………………………. 4

Figure 1: The Study Conceptual Framework……………………………………22

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 ABSTRACT

Teacher’s turnover has been always a key concern issues faced by schools
regardless of its locations, sizes or natures of business. All parties in the school
play crucial role in promoting human capital to achieve competitive advantage.
Therefore, high Teacher’s turnover definitely will defeat this objective. Leadership
styles and job satisfaction have been identified in this study that gives great
impact to employees’ turnover. Base on the literature review, majority of the
studies had identified a negative relationship between job satisfaction and
teachers’ turnover intention in various fields of industries. Similarly, researches
on examining the relationship between leadership styles and job
satisfaction have also indicated substantial degree of co-relationship between
these two variables.

This research investigates management styles and teachers turnover in private

secondary schools in Budaka district.

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 CHAPTER ONE: INTRODUCTION

1.1 Introduction

Teachers are a great resource and the most important factor in teaching and
learning. Teachers’ stability in a school provides learners with steadiness in their
progression in education. However, teacher labour turn over affects not only
learners output but also the general running of the school. School leaders,,,,,,,,,,,.
This study therefore attempts to examine the effect leadership styles have on
teacher turnover.

This chapter gives an overview of the study including the background, statement
of the problem, objectives, research questions, significance, scope and
conceptual frame work of the study.

1.2 Background to the Study

Every institution or organization regardless of the type and status needs proper
management to ensure its smooth running and operation. Educational
institutions, if not properly managed, planned for and controlled cannot achieve
their mandates (Devi, 2017). As a prerequisite for the achievement of
institutional goals and objectives good institutional leadership is required to
manage human, material and financial resources. Poor management of these
resources by leaders leads to high risks of failure and could result in to staff
labour turn over. (Eze, 2017),

Labour turnover is one of the major challenges employers face across the world.
Mahan, Nelms and Ryan (2018) predict that 28.6% or more than one in four
employees in the world will leave their jobs to go to work somewhere else and
that this trend is on the increase. They further predict that if this trend
continues, by 2020 over 48 million employees, or one in three workers, will quit
their jobs. In the era of globalization, it has been regarded to be a key issue that
many employers deal with for any business organization. (Chowdhury, 2017)

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In educational institutions, concerns about teachers' turnover are reported
widely as a global phenomenon (Santiago, 2010 as cited by Kasau, Kaloki, Kitoo,
Mutinda, 2016). The teachers’ intentions to leave teaching in a particular school
has been perceived as one of the most serious operational challenges educational
managers have had to deal with (Oke, Ajagbe, Ogbari, Adeyeye, 2016 cited by
Tindyebwa 2019)
Past studies have indicated that turnover is costly to organizations in terms of
the separation costs (Iqbal, 2010); replacement costs of departed employees and
training costs of new employees (Arindrajit & Michael, 2010).
This is the reason why turnover has been the focus of attention for scholars and
researchers alike (O’Connor, 2018) cited by Tindyebwa (2019).

Carver-Thomas, & Darling-Hammond, (2017: p1) contend that;

“Teacher turnover is to be expected” (p.1). When teachers move between

schools, even if they stay in the profession, the effect on the schools they
leave is essentially the same as if they had left teaching altogether. In times
of shortage, teachers who shift between schools, can further worsen hiring
difficulties in the hardest-hit schools.

Teacher turnover refers to teachers leaving one school to seek employment at

another school, or alternate employment or to remain unemployed and the hiring
of new teachers to replace the departing teacher (Moncuso, 2010; and Ronfeldt
et al, 2013). This definition however does not include situations where schools
decrease or increase the teaching staffing number due to growth, restructuring,
or reduction in enrollment.
Teacher turnover according to Billingsley (1991) as cited by Gyezaho (2014) refers
to teachers` self-reports about the likelihood that they will leave the profession.
Lonne, (2011) defines teacher turnover as the ratio of leavers to the average
numbers employed during the course of the year. He alludes that the issue of
teacher turnover poses a very serious problem with critical effects on the
individual, organization, and the government no matter the angle from which the
problem is considered.

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Turnover could either be voluntary or involuntary (Rajan, 2016: Price and
Mueller, 2016). They posit that voluntary turnover describes the amount of
employee turnover that occurs due to the decision of employees to resign from
their positions and voluntarily leave their employers. This is in contrast to
involuntary turnover, which is turnover that occurs without the consent of the
employee.

Whereas involuntary turnover may be due to long term sickness, death, travel,
or employer-initiated termination; voluntary turnover focuses mainly on
situations in which employees elect to tender in resignations for various reasons,
rather than their appointment being terminated at the discretion of an employer
(Rajan, 2016).

Nurul and colleagues (2018) assert that over the years, turnover rate has become
a big challenge in private sectors and many questions are being asked why this
is the case and that every company/ organization either big or small has the
same problem in retaining their employees

While school leaders and policymakers might be tempted to solve shortages by

focusing solely on teacher recruitment strategies, it is important to note that a
better approach begins with understanding teacher turnover.
According to Carver-Thomas et al (2017), Tindyebwa (2019), Katie Malouf Bous
(2019) and Carver-Thomas (2019), the reasons associated to teachers' leaving
schools are voluntary and involuntary leaving. These may include: having
attained the age of retirement and some early retirement, teachers being laid off,
budget cuts, school closures, reduced student enrollment, school transfers,
because of unfavorable working conditions, family move, gone on to take another
job outside, further education, left to take care of family members, unhappiness
with the school administration, being given short-term contracts and low pay.

However, most of the reasons for teacher turnover are managerial in nature
(Carver-Thomas et al. 2017; Bous 2019 Tindyebwa 2019). This indicates the role
managers especially head teachers play in determining teachers’ leaving their
jobs. The authors cited contend that some teachers have left their work stations
and the teaching profession because of unhappiness with the school

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administration, low pay and generally because of unfavorable working
conditions.

The magnitude of teacher turnover have been reported in different parts of the
globe. For example Finland is at 3%, Singapore at 3%, and Ontario at 3%,
Canada's annual teacher attrition rates stands at an average of 3% to 4% and
that of the United States is at 8%. In addition to the 8% of teachers who leave
the profession each year, about 8% shift schools. Thus, the overall turnover rate
in the U.S is currently about 16%. Cite your sources to these figures)
And this national teacher shortage is projected to grow substantially in the
coming years

In Tanzania and Kenya, concerns about teacher shortages are strongly

articulated by a number of researchers. Katula , (2016) and Boniface (2016)
discuss that teacher turnover is becoming catastrophic in Tanzania and Kenya
whose average rates stand at 30% and 7.2% respectively. Boniface (2016) further
explains that teachers in Kenya leave the teaching profession for better jobs
despite all the effort put in by Teacher Service Commission to seal the loopholes.

In Uganda, the demographic trends indicate that there are few highly educated
and skilled teachers (UNESCO, 2015). Additionally, the teachers entering the
workforce are relatively younger in age and require mentoring by senior teachers
as they settle into the teaching vocation (Gyezaho, 2014).

High rate of teacher turnover impacts negatively on the school improvement

efforts for it disrupts the stability and continuity of teaching. It also poses a
challenge to the entire education system to manage turnover and retain teachers.
Besides, teacher attrition imposes cost on education systems in substitution,
recruitment and appointment of new teaches which is also characterized by long
delays before replacements are made. (Kasau, et al. 2016)

Candle t (2017) presents that there is a high teacher turnover rate in private
secondary schools in Uganda. In Wakiso district alone, half of the private

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secondary school staff leave within the first five years and this has had negative
consequences on students` performance. In Mbarara district, the teacher
turnover was at 60 percent on average despite efforts put in by the Ugandan
government in ensuring teacher retention. Gyezaho, (2014). .

According to Tindyebwa (2019), the changing work environment requires schools

to have clear career development prospects for teachers, straightforward
organizational policies and guidelines, good quality and quantity of the
relationship between the employee and school administrators, and recognition
and respect of employee exceptionality, needs and desires.

Therefore secondary school managers must be aware of the factors that should
be improved to ensure sustainable job retention for teachers. In all cases, schools
have to value the teachers regardless of their age, marital status, gender or
religious affiliation.

It is on record that managers and their management styles do influence the way
subordinates respond to work and how far they can stay on job. Mohammad and
Saleh (2016) attest that managers can influence the behavior of their followers
by using the different management styles. Management is a process of reaching
organizational goals by working with and through people and other
organizational resources or a human action, including design, to facilitate the
production of useful outcomes from a system provides an opportunity for a
person to manage oneself and has become a pre-requisite to attempting to
manage others. (Source?)

The exercise of the different management functions of organizing, planning,

staffing, directing and controlling calls for managers to use different management
styles; But which could lead to success or failure of a business (Armstrong, 2012).

Different scholars have discussed the three different types of management styles.
For example, Mohammad and Saleh (2016) cited some as

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Traditional Management style where there is a hierarchy of employees taking the
form of low level management, mid-level management, and senior management.
In this management style, the manager sets out expectations for the employees
who need to meet goals but the manager receives the reward of meeting those
goals.

Team Management: the manager is a guiding hand to help the members of the
team work together to solve problems but doesn't dictate policy and the entire
team receives the reward of meeting those goals. Servant Management style; Here
the manager helps supply resources the employees need to meet company goals.
The organization recognizes employees as experts in their field and work to help
them work efficiently.

No matter which type of management style is being exhibited by a manager or is

adopted by an organization, the main objective of managers remains to the
attainment of the organization's goals and maintenance of the established
standards and policies (Mohammad et al, 2016).

The application of these different management styles thus makes employees to

feel valued and so choose to be loyal and committed to the organization
Amankwaa et al, 2015.

Budaka district like any other upcountry districts in Uganda is confronted with
a challenge of a number of teachers leaving their jobs. (Head teachers’ reports
from visited schools 2015-2018)

Various reasons could be associated to this phenomenon and thus these reasons
need to be known. It is important also to note that in spite of the efforts made by
the government of Uganda and the Private Secondary Schools Association
(PSSSA) in Budaka, the challenge of secondary school teachers turn over still
persists thus calling for further interventions and investigations. This research
seeks to establish how different management styles of head teachers influence
teachers turnover in the privately owned secondary schools in Budaka district.

The magnitude of teacher turnover in Budaka is shown in the table below:

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Table 1: showing teacher turnover in the private schools of Budaka

S/n Pseudo Name of Total number Number of teachers leaving in the

the school of teachers last four years
2015 2016 2017 2018
01 A. 28 5 6 7 6
02 B. 16 8 9 5 3
03 C. 19 7 8 6 7
04 D. 10 4 3 6 6
05 E. 26 9 7 8 6
06 F. 12 4 03 5 7
07 G. 13 4 6 4 5
08 H. 14 3 05 6 1
Sub total - 44 47 47 41
Grand total 138 179

Source: Head teachers’ reports from visited schools, 2015-2018

Table 1comprises of head teachers, deputies and teachers that left their work
stations. 85% of the teachers and administrators are new in their current work
stations.

1.3 Problem Statement

Private secondary schools in Budaka through their private schools association

have put in place mechanisms to enhance staff retention. This include human
resource planning, setting performance indicators, appraisal and giving feedback
to staff, standardizing operational procedures and policies, workloads, values
and, effectively rewarding teachers, Mandatory provision of employment
contracts to teachers as directed by the Ministry of Education and sports.

Despite all the efforts made, a private secondary schools in Budaka are faced
with a challenge of attracting and retaining competent teaching staff (Gyezaho,
2014).

This is compounded when those teachers who get hired in private schools in
Budaka leave their positions within a short period. Teacher turnover has affected
the private secondary schools in Budaka District to the extent that students’
performance has been adversely affected and some schools have had to close up.
Teachers’ turnover has affected both students ‘and parents' trust on private

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secondary schools in providing accessible and quality education services. The
proprietors of these secondary schools are concerned about the effect this has
had on the reputation of the schools and its impacts on student' enrollment.
Head teachers are expected to manage teaching staff in ways that support them
to do their work. However, no study in Budaka district has looked at management
styles of the head teachers, hence this study attempts to examine how
management styles of head teachers influence teacher turnover in the private
schools of Budaka district.

1.4 Purpose OR General Objective of the Study

To find out the influence of head teachers' management styles on teacher

turnover in private secondary schools in Budaka district.

1.5 Specific Objectives

1. To find out the key reasons for teachers’ turnover in the private secondary
schools of Budaka district.
2. To establish the extent to which authoritarian management style influences
teachers` labour turn over in the private secondary schools of Budaka
district.
3. To find out how democratic management styles influences teachers` labour
turnover in the private secondary schools in Budaka district
4. To examine the influence of laissez faire management style on teachers`
labour turnover in the private secondary schools in Budaka districts.

1.6 Research Questions

1. What are the key reasons for teachers` turnover in the private secondary
schools of Budaka district?
2. To what extent does authoritarian management style influence teachers` turn
over in the private secondary schools in Budaka district?
3. To what extent does the transactional management styles influence teachers`
turnover in the private secondary schools in Budaka district?
4. To what extent has transformational management style influence teachers`
turnover in the private secondary schools in Budaka districts?

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1.7 Scope of the Study

Geographical Scope

The study will be carried out in Budaka district, Eastern Uganda, in the private
secondary schools located in both urban and rural parts of Budaka district. This
includes Budaka town council, Budaka sub County, Iki Iki sub County and
Kachomo sub county. These Sub Counties and Town Council have been chosen
because it is in these places that private secondary schools in Budaka district
are concentrated.

Content Scope

This study will limit itself to the management styles and the extent to which it
influences teacher turn over in private secondary schools in Uganda

Time/ Period Scope

This research will cover the period from 2015 to 2018 when teacher turnover
began to be of concern for private schools in Budaka District.

1.8 Significance of the Study;

The study will guide school administrators on how to manage private secondary
schools in Budaka district. The Administrators will be helped to understand how
the different management styles influence teachers` labour turn over in the
privately owned secondary schools and what they ought to do to increase on staff
retention and thereby improve on education standards.
The study will help the researcher to increase on his understanding of the
relationship between the different management styles and teachers turnover
rates that exist in the privately owned secondary schools in Budaka district.
The study will provide the teachers working in private secondary schools with
better mechanisms and strategies on how to adapt to the negative effects of the
management styles exercised by their managers and improve on education
service delivery.

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The study will also be important to the upcoming researchers as it will be a point
of reference for future research by other academicians intending to carry out
similar studies.
1.7 Conceptual framework:

Figure 2: The Study Conceptual Framework

Management styles Teacher turnover

IV DV

Authoritarian management style  Voluntary

 Compliance,  Involuntary
 Coercive,  Functional
 Rigid,  Dysfunctional
 Strict
 Adherence to rules and regulations
Transactional management styles
 Revel inefficiency.
 Very left-brained.
 Tend to be inflexible.
 Opposed to change.
 Focused on short-term goals.
 Favor structured policies and
procedures.
 Thrive on following rules and doing MV
things correctly.

Transformational management  Government policies on the

styles operations of private schools
 Openness to New Thinking.
 Peer influence among teachers
 Talent for Broadening Minds.
 Commitment to Active Listening.  Attitude of a teacher towards the
 Tolerance for Intelligent Risks. profession
 Willingness to Accept
Responsibility.
 Trust in Team Members.
 Ability to Inspire Participation
 Liberty of employees

Source: Nwokocha and Iheriohanma. (2015:188-190)

Key: DV= Dependent variable IV= Independent Variable MV= Moderating
Variable
This study focuses on the influence of head teachers' management styles on
teachers labour turn over in private secondary schools. Management styles as

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being the Independent Variable (IV) which specifically focuses on a description
of the three major management styles as presented by Nwokocha, I. and
Iheriohanma, E. (2015:188-190)

a) Authoritarian management style

Nwokocha et al (2015) explain that managers that exercise this management style
are seen to emphasis Compliance, they are Coercive, -Rigid, -Strict and are rule
oriented. There is a strict adherence to rules and regulations. Accomplishment of
tasks as opposed to relationships is over emphasized by such a leader.

b) Transactional management style

Transactional leadership, also known as managerial leadership, focuses on the
role of supervision, organization, and group performance. Leaders who
implement this style focus on specific tasks and use rewards and punishments
to motivate followers.

The transactional leadership was described as that in which leader-follower

associations were grounded upon a series of agreements between followers and
leaders (House & Shamir, 1993). The transactional theory was “based on
reciprocity where leaders not only influence followers but are under their
influence as well”. Some studies revealed that transactional leadership show a
discrepancy with regard to the level of leaders‟ action and the nature of the
relations with the followers.
Bass and Avolio (1994) observed transactional leadership “as a type of
contingent-reward leadership that had active and positive exchange between
leaders and followers whereby followers were rewarded or recognized for
accomplishing agreed upon objectives”.

c) Transformational management style

Transformational leadership is a leadership style in which leaders encourage,
inspire and motivate employees to innovate and create change that will help grow
and shape the future success of the company. This is accomplished by setting an

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example at the executive level through a strong sense of corporate culture,
employee ownership and independence in the workplace.

Transformational leaders inspire and motivate their workforce without

micromanaging — they trust trained employees to take authority over decisions
in their assigned jobs. It’s a management style that’s designed to give employees
more room to be creative, look to the future and find new solutions to old
problems. Employees on the leadership track will also be prepared to become
transformational leaders themselves through mentorship and training.

Northouse (2016) explains that leaders who have the ability to engage and
influence others will be able to apply transformational leadership theory. He
associates these leaders with charisma, which he explains as a capacity to inspire
others and justifies as necessary in order to forge dynamic relationships between
leaders and followers. Northouse agrees with many scholars that the factors of
transformational leadership include idealized influence, inspirational motivation,
intellectual stimulation, and individualized consideration. These factors require
a certain set of behaviors in leaders in order to create a shared vision and to
reach organizational goals.

Transformational leadership primarily focuses on human nature and difference,

which the researchers believe is a rationale for integrating the theory into schools,
which are vital and dynamic environments filled with competing needs and goals.
As Trmal, Bustamam, & Mohamed (2015) state, “transformational influences
behaviors associated with leadership effectiveness in driving change and
transform organization to success.

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 CHAPTER TWO: LITERATURE REVIEW

2.1 Introduction

This chapter consists of the related literature from different sources (say what
sources these are? concerning management styles and labour turnover. The
literature review aims at providing a comprehensive picture of the study
problem and focus on the contemporary concerns, methods and gaps that exist
in employee motivation.

2.2 Theoretical literature

This chapter consists of the related literature from different sources (say what
sources these are? concerning management styles and labour turnover. The
literature review aims at providing a comprehensive picture of the study
problem and focus on the contemporary concerns, methods and gaps that exist
in employee motivation.

Reasons for teacher turn over:

The turnover of teachers is a challenge for schools and school administrators in

both developed and developing countries. Carver-Thomas et al (2017) and Katie
Malouf Bous, (2019) and Tindyebwa Godwin (2019) present various reasons that
are managerial in nature. They contend that some teachers leave their work
stations and the teaching profession because of accountability measures,
unhappiness with the school administration, being given short-term contracts,
low pay and generally because of unfavorable working conditions. This emanates
from the working relationship between the head teacher, other school
administrators and the teachers.
In most African countries, the phenomenon of teacher turnover is associated with
the HIV/AIDS epidemic especially in the Sub-Saharan countries like Zambia,
Nigeria, Uganda, Kenya, Central African Republic and South Africa (Coombe,
2017).

According to Carver-Thomas et al (2017) in the United States of America, the

reasons why Teachers voluntarily move/ leave Schools is largely associated with

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dissatisfaction. This dissatisfaction is caused by issues associated with school
administration which stands at (33%), lack of influence on school decision
making (29%), and school conditions, including facilities and resources (27%).
Financial reasons are also cited and stand a 27% of teachers' leaving.

Carver Thomas (2019) emphasizes the following as being the factors that are
currently predicting teachers of color turnover rates. He perceived them as being;
lack of administrative support, a construct that measures how teachers rate an
administrator’s ability to encourage and acknowledge staff, communicate a clear
vision, and generally run a school well.

Chowdhury Abdullah and Al Mamun Hasan (2017) gave general reasons why
employees leave their job. They associated the causes to age, gender and marital
status, education level and years of working in an organization. They say that the
rate of female employee turnover is higher as compared to male employees. This
is associated with women duty that women need to give birth and take care of
the family; though employees work in units or positions for a long period, they
feel tired and tend to leave the jobs. Employees who are young, inexperienced
and high education level tend to have low level of satisfaction about jobs and
careers, and have lower commitment to the organization, these negative attitudes
are associated with turnover intention.

They also go ahead to give One unique key factor of turnover intention as being
individual aptitude; When individuals have strong ability, or individuals are not
core competent at their job and cannot progress them completely in the
organization, they are prone to turnover intention

Inadequate Salary:
In another research conducted by Worth, J., De Lazzari, G., and Hillary, J. (2017),
Teacher pay scales, which are rising more slowly than inflation and pay rates in
other sectors, has made the teaching profession less attractive to enter amidst a
steady increase in the number of students in secondary schools.

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Emoja, M M. (2016) also presents the same challenge of low teachers’ pay in
Kenya. He contends that although teachers' salaries have improved in recent
years, they remain low compared to those of other similarly-educated workers.
Thus they leave the teaching career seeking higher paying jobs in other
professions
On the other hand however, Armstrong, Michael (2012) discusses that although
monetary reward is an important means of satisfying need beyond a certain
satisfaction level, the amount of compensation is not necessarily as important as
non-monetary rewards. In that case therefore, teachers like other professionals
can have favorable feelings about teaching the job on condition that the following
items are fulfilled in order of their importance; getting respect, achieving
recognition, receiving reinforcement, taking parts in research endeavors, being a
member of a teaching team, earning grants for curriculum developments, being
encouraged by principals, parents, colleagues and students (Emoja, M M, 2016)
From this background therefore, the researcher would like to find out how and
to what extent inadequate salary payment is a cause of teachers turnover
intention in the private secondary schools in Budaka district.

Poor Working Condition

One reason given for teachers’ turnover is poor working conditions in schools.
Kosi, I., Sulemana, I., Boateng, J. S., Mensah, R. (2015) explain that Poor working
conditions includes inadequate administrative support, heavy work load,
inadequate instructional materials, living conditions such as inadequate housing
and access to medical services. They go on to explain that poor working
conditions such as lack of adequate resource and time to work, lack of
opportunity to participate in decision making on matters of teaching and work
load are grounds that interfere with teachers teaching process and thus
negatively affect their interest in the teaching profession.
Emoja, M M. (2016) also affirms that presence of poor working conditions could
lead teachers to develop negative attitude to the teaching profession. Some have
had to leave the profession or their school. and according to Allen, R., Burgess,
S. and Mayo, J. (2017), poor working conditions are reason for high turnover

25
especially among teachers leaving within the first five years of being in the
profession.

Students’ Character and Disciplinary Problems

Students’ character and disciplinary problem is one mentioned cause for
teachers’ turnover in different literatures. Students’ disciplinary problem can be
manifested through disruptive behavior and rowdyism (Dunham 1981cited in
Dereje, 2017), the term disruptive refers to a wide range of behavioral problems
which includes students who declined to cooperate and do little or none of the
class activities and overtly aggressive towards other children and teachers.
Rowdyism is a deliberate lateness for lesson, pupil disturbance in the lessons,
verbal abuse and refusal to cooperate.
According to Lynch, S., Worth, J., Bamford, S. and Wespieser, K. (2016),
students character and disciplinary problem is one of the major factors leading
to teachers’ turnover intentions. Some teachers are dissatisfied with students’
character and disciplinary issues that arise. This may force them to quit their job
or move to another school. They further emphasis that controlling students with
disciplinary problems is very difficult for less experienced teachers and this is
one of the major reasons that less experienced teachers give for leaving or
changing schools.
There is also an opinion that student’s character and disciplinary problem are
key causes of teachers’ decision to leave or change school stations. (Allen, R.,
Burgess, S. and Mayo, 2017). The researcher would like to find out if this
challenge is also obtained in the teachers’ attrition rates in the private schools in
Budaka district and go further to establish what can be done to mitigate the
problem.

Poor Administrative Support

The general purpose of educational administration is to ensure that the school
system function properly according to preconceived purpose and plan of action.
The school administrators have responsibility to create conducive working
environment for teachers to do the job of teaching. Thus educational officials in
different levels should have the quality such as the ability to communicate

26
effectively with teaching staff followed by being supportive ,appreciable, fair and
consistent (Hutchings et al. as cited in Cockburn and Hayden,2004, ) as quoted
by Emoja, M M. , 2016).
On the other hand lack of administrative support can create an environment of
helplessness frustration and employee turnover. Allen, R., Burgess, S. and Mayo,
J. (2017). Other scholars like Venkatraman (2019) conclude that rude behavior
of managers affect the productivity of employees and may result in good
employees quitting their jobs. He goes on to emphasis that rudeness, assigning
blame, back-biting, favoritism and retaliations are among reasons that aggravate
employee turnover.
Many factors have been associated to teachers leaving their profession or
transferring their services to other schools. According to Kasau Onesmus et al
(2016), teacher attrition is greatly influenced by both individual and institutional
factors which could also be either pull or push factors that are natural (not
controlled by man) or unnatural.

In Budaka district, the researcher observed that teachers’ turnover rate is on and
it is persistent. This research seeks to find out the key factors that explain why
teachers in privately owned schools leave their work stations or out rightly leaving
the teaching profession.

Authoritarian management style and teacher turnover

Oluremi, (2013) cited by Masinde. K. Luke (2019) argues that there are three
principle styles of management, they are Autocratic or Authoritarian, Democratic
(participatory) and Laissez Faire. He goes on to emphasize that a good leader
utilizes each of the three styles, with one typically dominating, while the awful
leader will, in general, stay in one management style.

Looking at the authoritarian management style, according to Nayab. N (2016),it

emanates from the arguments of McGregory’s theory X who believes that labour
is lazy and will only work under strict supervision. And advises managers to use
the stick and carrot method. This management style is more of “yes sir/madam”
kind of management where the manager is always right and the followers do not
question authority.

27
Authoritarian managers make all the decisions on their own without discussing
with their teams. They will not consider their followers' input and do not involve
them during the discussion. After they have made a decision, they enforce it and
expect absolute obedience thus breeding high chances of labour turnover.
However, it could be that it is intentional to guide and train new recruits and to
minimize mistakes (Khan, Khan, Qureshi, Ismail, Rauf, Latif, and Tahir, M,
2015).

In a related manner, the recent developments in the world of employment reveal

that current labour is largely focused on higher-paid, higher-skilled jobs of a
professional, managerial or technically sophisticated kind. Job-holders in these
roles are well educated and typically have greater knowledge about their work
than the people who manage the organization. (Mahan Thomas, Nelms Danny
and Ryan Christopher, 2018). In this case therefore, managers need to take
account of their employees’ views and to involve them in decision-making.

The mode of Head teachers’ supervision motivates teachers work, they work
better where there is collegiality, supportive supervision, administrative support
and encouragement. Inadequate teacher involvement in decision making, poor
social support of teachers, lack of respect, victimization and harassment and lack
of respect from the education officers have been some of the reasons why attrition
occurs with teachers giving up teaching in favor of non-teaching jobs. Kasau. O.,
Kaloki .J, Kitoo. B Mutinda. J (2016)

In Zambia, the head teachers in public secondary schools were more autocratic
than those in mission/ private schools. This had a remarkable influence on the
performance of teachers; the performance of both teachers and learners was very
good in mission schools as compared to the selected public secondary schools
(Maseka, Mabuku Kabeta (2019)
The challenge with authoritarian management style is that it creates an
environment which is highly structured, hierarchical chain of command such as
military or every bureaucratic organization like a government.

28
This management style according to Maseka G, (2019) promotes the practice of
absolute power and commands strict compliance and conformity. He also asserts
that this management style benefits the followers in times of stress or emergency
since labour are likely to be told precisely what action to take and are grateful if
someone willing to step up and taking control of what might be a chaotic
situational. It is also very effective when critical business decisions and actions
are needed. Or when new and untrained employees who may not be acquainted
with the tasks to perform are confronted with a problem of which the procedure
to follow, thus the need for close supervision is inevitable in such organizations.

Lawachi (2018) contends that authoritarian (autocratic) leadership styles focus

on dominating attitude and as such do not recognize opposing or competing
views. This type of management does not provide for alternative views or interest
other than those defined by the authoritarian leader as legitimate. Authoritarian
(autocratic) leaders do not delegate responsibilities and they are always alienated
from their subordinates. This type of leadership often engenders anger,
frustration, despair, and in extreme cases withdrawal from school activities.
Therefore, this type of management style affects effective teaching and learning.

It is from this background that the researcher would like to find out whether
autocratic management style is practiced by the head teachers in the private
schools in Budaka and how it may be causing teachers' turnover.

Nwokocha and Iheriohanma (2015) in the same manner found out that the
implication of this kind of style does not take into consideration the need to
motivate and develop employees since policies and rules given are only to
adequate towards performing tasks and not motivating or developing employees.
In the long run, this may stimulate labour turnover in any organization/school
where it is being practiced. They allude that this management style is one of the
causes of high labour turnover in many organizations.

A number of scholars and academicians have presented the motivating and the
de-motivating side of autocratic leadership in an ideal organization. Not much is
known on how many employees have left their jobs because of working with an
autocratic leader.

29
Transactional management style and teacher turnover

Burns (1979) defined transactional leadership as leadership that “must lead to

short-lived relationships because sellers and buyers cannot repeat the identical
exchange; both must move on to new types and levels of gratification” (p. 258).
Transactional leaders rewarded followers based on the services of the followers
and a persistent belief that individuals desired to be led, rather than be liable
preview 8 for their own actions and decisions.

Transactional leadership: Transactional leadership focuses and

emphasizes on completion and accomplishing of allocated tasks on hand.
This type of leader maintains and preserves harmony working
relationships coupled with promises on rewards for satisfactory
performance (Dessler and Starke, 2004).

Furthermore, this leadership focused on leader-follower exchanges in

which followers or subordinates are expected to carry out his or her duty
and perform according to the given instruction. The followers in turn with
expectation that they will be compensated positively in line with the result
generated by them. These rewards shall also include negative based
rewards such as punitive and penalized actions in the event that the
followers or subordinates fail to perform as per the instruction. Positive
rewards are such as complimentary comments, prai se and recognition
upon successful compliance with instruction from the leaders and
achievement of objectives (Riaz and Haider, 2010). Similarly, Avolio et
al., (1991) has commented that transactional leaders are supposed and
expected to conduct frequent and regular communication with their
followers in particularly explanation on work instruct ion and guidance in
order complete the assigned task. Any rewards following satisfactory
completion of assigned tasks are to be conveyed and communicate to his
or her followers too (Hamidifar, 2010).

30
Transformational Management style and teacher turnover
Transformational leadership plays an important role in fostering a positive, value
based vision of the future, and motivating followers, eliciting their trust and
performance (Bass & Riggio, 2006; Borgmann et al., 2016). According to the
extant leadership literature, transformational leadership refers to a specific type
of leadership styles, which consists of four distinct yet interrelated types of
behavior, including: (1) idealized influence—serving as role-models of competence
and ethical standards that employees can look up to; (2) individualized
consideration—a display of care and concern for employees’ well-being and the
ability to address followers’ strengths and needs, while coaching and developing
their unique potential; (3) inspirational motivation—the communication of a
meaningful vision and the use of positive appeals to motivate followers to work
toward the vision; and (4) intellectual stimulation—promoting new ways of
thinking in deriving solutions (e.g., thinking outside the box (Bass & Avolio, 1995;
Bass & Avolio, 1990; Bass & Riggio, 2006; Bass & Steidlmeier, 1999). Given these
noteworthy qualities, previous research has consistently shown that
transformational leadership is positively related to a variety of employee and
organizational outcomes, including organizational commitment, trust,
satisfaction, and job performance (Judge & Piccolo, 2004) and these effects are
generalizable across different national cultures (Crede et al., 2019).

Turnover can be thought of as an individual’s view that he/she would leave the
organization (Mowday et al., 1982; Steel & Ovalle, 1984; Tett & Meyer, 1993).
Turnover intentions thus capture the final stage in the decision-making process
of an employee when they look for other alternative employments (Park & Kim,
2009). Past research indicates that turnover intentions are a strong predictor of
an employee’s future behavior and actual turnover (Harter et al., 2002; Park &
Kim, 2009; Peltokorpi et al., 2015; Sun & Wang, 2016). Turnover can also greatly
impact organizations’ productivity and stability, which in itself proves to be very
costly (Firth et al., 2004; Siong et al., 2006). Thus, understanding the factors that
can help reduce employee turnover intentions could make a tremendous
difference in the organization’s overall effectiveness.

31
In this respect, transformational leadership is known to play a critical role in
preparing employees to face the challenges in their work roles. Indeed, the early
view of transformational leadership (Bass, 1985; Burns, 1978) indicated that
transformational leaders are particularly relevant and necessary in contexts
characterized by crises, turmoil and uncertainty (De Hoogh et al., 2004; Pawar &
Eastman, 1997). In the D eep South context, Brooks (2015) showed that school
principals employ several transformational leadership approaches to building
trust with the local communities and leaders, which helps to create a second line
of defense against the insurgency. Accordingly, several researchers have called
for more leadership research in these “underexplored, yet theoretically and
practically relevant contexts” (Dust et al., 2014; Eberly et al., 2017; Van
Knippenberg & Sitkin, 2013).

Past research has consistently indicated that transformational leadership is a

key factor in influencing employee turnover intentions. A study of public schools
in the United States, Pavic (2020) found that school principals’ transformational
leadership can reduce their teachers’ turnover intentions. Other studies went
beyond examining the direct influence of Transformational Leadership and
Turnover Intentions among Teachers 20 transformational leadership. For
example, in a study on a sample of five-star hotel employees in Turkey, Kara et
al. (2013) found that transformational leadership of hotel managers was
instrumental in minimizing their employees’ turnover through perceptions of
quality of life. In another study, which used a sample of U.S. Army unit leaders
operating within the extreme context of combat, Eberly et al. (2017) found that
transformational leaders can significantly reduce their employees’ turnover
intentions by promoting perceptions of job embeddedness (i.e., a combined forced
that keep a person in one’s job, which is determined by the fit between employees
and their jobs and organization and jobs, their relationships with others and also
the perceived costs of leaving). Furthermore, Caillier (2016) showed that mission
valence and goal clarity mediated the relationship between transformational
leadership and turnover intentions among U.S. public sector employees. Finally,
Sun and Wang (2016) showed that transformational leadership of school

32
principals in public schools in New York State can significantly reduce their
teacher’s turnover intentions and actual turnover via the mediating role of
collaborative culture.

According to Hersey-Blanchard (2000) they proposed that instead of using just

one style, successful leaders should change their ways to lead their subordinate
based on the capabilities of the individual they are leading and the details of the
assignment. By practicing this, leaders could be able to place more or less the
importance on the task, and more or less importance on the relationships with
each of the individual they are leading, depending on what is required to get the
task done successfully. This might not be a problem when the followers have the
abilities and capabilities but troubles may occur when the situation is otherwise.
Also, this style of management may be effective in some circumstances where the
group members are highly qualified in an area of expertise.

It is upon this background that this research is being conducted; the researcher
would like to find out the extent to which each of these management styles causes
teachers labour turnover in the privately owned secondary schools in Budaka
district.

2.3 Conclusion

This research aims at examining the influence of management styles on teachers'

labour turnover in the private secondary schools in Budaka district. It is hinged
on four specific objectives namely; to find out the key reasons for teachers'
turnover, to establish the extent to which authoritarian management style has
led to teachers' labour turn over, to find out how democratic management styles
has caused teachers labour turnover and to examine the extent to which laissez
faire management style has caused teachers' labour turnover in the private
secondary schools in Budaka district.

Whereas some of these studies suggest that employees’ intention to quit their
jobs may be dependent on transformational management, others indicate that
transactional management behaviour will substantially reduce turnover
intention. For instance, Bycio, Hackett and Allen (1995) as quoted by Amankwaa

33
Albert & Anku-Tsede Olivia (2015) opinioned that transformational management
tends to be the crucial style of management in reducing and mitigating turnover
intention rather than transactional management and laissez-fair management.
Najm (2010) also found a negative relationship between transactional
management and employees’ turnover intention.

Since these studies (Najm, 2010, Kedsuda & Ogunlana, 2008) establish a
relationship between transformational management and turnover intention, it is
important thus to note that whereas many scholars have opinioned and given
their perspectives on how authoritarian management style leads to labour turn
over, little is written on the causal factors of a democratic and laissez fare
management style. This is a critical gap in the world of knowledge that this
research will attempt to bridge.

34
 CHAPTER THREE: METHODOLOGY

3.1 Introduction

This chapter deals with the methodology that will be employed in the study. It
presents the research design, research area, and the research population, the
sample size and the sampling techniques as well as the tools to be used to collect
data. data analysis, , quality control and ethical considerations of the study.

3.2 Research design

Orodho (2008) defined research design as the scheme, outline or plan that is
used to generate answers to research problems. The study will use a descriptive
survey design. This research design is considered appropriate for the study
because according to Kothari (1995), the survey is concerned with describing,
recording, analyzing and reporting conditions that exist or exited. So? According
to Orodho (2003), descriptive survey is a method of collecting information by
observing, interviewing, or administering a questionnaire to a sample of
individuals. The research design therefore shall enable the researcher to collect
information on influence of head teacher`s management styles on teachers labour
turnover. In addition, the descriptive survey gives accurate and factual
information easily.

3.3 Research area:

The study will be conducted in Budaka district in eastern Uganda. It will
comprise of how many private secondary schools operating in both rural and
urban areas of Budaka. The schools in this catchment area include: Rainbow
High School, St. Clare Girls High School, Budaka Universal College, Budaka
Progressive S.S, Ngoma S.S, Budaka S.S, Bugwere Kings, IKI-IKI High School,
and Revival Secondary School. Why was this area and private schools selected?

3.4 Study Population

Orodho and Kombo (2003) defined study population as the group of interest to
the researcher, which would like to generalize the results of study. The study will
be conducted among the teaching staff, school administrators; head teachers,

35
deputies, directors of studies and district officials in the education department.
Both male and female persons in the respective categories will be included in this
study. The focus will be on teachers that have ever left a school and joined
another school, those that have left the profession and those that are still serving
in Budaka district

Description of the Population:

Table 2: A list of all the Private Secondary schools in Budaka district
s/n School/district Number of Number of
teachers administrators
M F M F
01 A 28 12 4 00
02 B 12 02 02 01
03 C 19 09 04 01
04 D 10 06 02 01
05 E 26 10 04 00
06 F 10 03 03 02
07 G 10 05 02 01
08 H 13 05 02 00
09 Budaka education - - 05 01
department
Sub total 128 51 24 07
Grand total 205
Source: Primary Data, 2018

3.5 Sample size determination and Selection procedures

Mugenda and Mugenda (2003) defined sample size as the group obtained
from the accessible population. This sub- group is carefully selected to so
as to be representative of the whole population. Therefore to determine
the sample size, the Researcher will use Krejcie and Morgan table, (1970)
as cited by Amin, (2005) (Appendix A). Since the total population for the
study is 205 persons, the Researcher will take a sample size of 132
respondents (source). This will constitute both male and female teachers
and Administrators in Budaka district.

36
3.6. Sampling techniques for the study:
Sampling is the procedure of selecting a proper subset of the elements from the
population so that the subset can be used to make the inference to the
population as a whole. It also enables generalization to be done in large
population (Babbie, 2011). In this study, different sampling techniques will be
used to get the sample. Simple random and purposive samplings are to be
used.
3.6.1 Simple Random Sampling: Simple random sampling refers to a method
of selection whereby each member of the population has an equal chance of
being selected (Cohen et al 2007). Simple random sampling will be employed in
selecting the respondents from different departments and units. Teachers in
ward secondary schools will be selected using simple random sampling. The
reason of using simple randomly sampling is to avoid subjectivity and bias, also
to ensure that all the characteristics of the entire population are met.

3.6.2 Purposive Sampling: In this sampling procedure, item or respondents for

the sample are selected deliberately by the researcher depending on the data
she or he intends to collect from them (Cohen et al 2007). Purposive sampling
method will be used to get the required number of respondents from a group of
District Council Top management officers, including DIS, DEO and Human
Resource Officers. Head teachers were also selected using purposive sampling.
Interview will also used whereby few respondents will be selected selected.
Purposive sampling will also be used in selecting wards and schools to be
investigated. The rationale behind using purposive sampling is to ensure that
the valid information’s are obtained from the right source not only that but also
to reduce the time to be spent during the data analysis stage.

3.7 Data collection techniques/instruments

This research seeks to use survey questionnaires, Key Informant Interview

Guide, Document Reviews and Focus Group Discussions (FGDs).

37
3.7.1. Individual Interviews
Quantitative data will be generated from duly filled individual survey questionnaire,
designed in English and administered by the Researcher to literate respondents. This
questionnaire will cover all thematic areas and will enable respondents to provide
explanations for their responses. A total of 132 respondents will be interviewed
to generate both the quantitative and qualitative data.

3.7.2 Key Informant Interview Guide

Key informants will include people presumed to have an adequate understanding
and experience on the issues surrounding teacher’s turnover experiences in
private schools. An interview guide will be used to collect qualitative data from
Key Informants. A total of 32 respondents in the different categories will be
interviewed as key informants.

3.7.3 Document Review

Document review will include the use of secondary sources of data. Relevant
documents from the district and schools will be reviewed to elicit related data to
this study. The documents to be reviewed will include annual reports, policy
statements, Press releases and related books and research works. Staff meetings
minutes, BOG minutes of meetings the use of these documents will enable the
Researcher to make an informed comparison between interpretation of events
and those recorded in the documents. Relevant data from reviewed documents
will be photocopied for further use in the study.

3.7.4 Focus Group Discussions (FGDs)

Focus group discussions will be conducted on topical issues of employee
turnover in relation to the different management styles in secondary schools.
This will enable the Researcher to generate qualitative data in this study. A total
of 2 focus group discussion sessions will be conducted among teachers. To have
a fair representation and a more manageable number engaged in the
discussions, each discussion group session will contain a minimum five and a
maximum of nine participants.

38
3.8 Data Collection Procedures and Ethical Issues in Research

The Researcher will identify four Research Assistants (RAs) and constitute them
into a research team. A preparatory meeting be organized to debrief the RAs that
will be followed by a pilot study in Kibuku district in order to pre-test the
research instruments. The pre-test will be used to check for duration of
interview, estimate possibility of fatigue, comprehension of questions, and
procedures for conducting interviews.
Based on the feedback from the pre-test, slight adjustments will be made in the
questionnaire in order to increase clarity of the field questions.

3.8.1 Quality control

The research will ensure validity of the questionnaire by selecting questions that
have been proven to elicit the responses that measure the extent to which each
of the management styles causes turnover of teachers in the privately owned
secondary schools in Budaka district. These questions will be reviewed by
colleagues and the research supervisors for refining.How will they be refined to
ensure validity?
3.8.2 Validity
According to Oso and Onen (2008) validity of instrument refers to the extent to
which the research instruments measure what they are intended to measure.
Mazaki (2009) defined validity as the extent to which an instrument measures
what it is supposed to measure and whether it measures accurately. To ensure
validity, the researcher will cover all the dimensions of phenomenon under the
study as classified in the conceptual frame work. The questionnaire will be
discussed with colleagues and supervisors to assess its structure, contents,
clarity, consistency and relevancy in relation to research objectives.
The questionnaire will be administered in an interview session by the Researcher
himself and the trained research assistants. The Researcher will also ensure that
the respondents will be enabled to be aware of the purpose of the study, they will
be assured of confidentiality and anonymity and their consent to participate in
this study will be sought so that they are open and not worried of giving
information about their concerns on the subject matter.

39
For some questions, the Researcher will ask probing questions for clarification
in order to obtain a reliable response. The Researcher will ensure that all
questions are completed and any clarifications made before closing the interview
session.
Furthermore, the Researcher will go through the questionnaires to ensure their
completeness, consistence and accuracy before they are entered into a database.
Once entered into a database, data cleaning will be done to further ensure that
information is consistent, accurate and complete.

3.8.3 Reliability
Amin (2005) opines that reliability is the extent to which an instrument
measures what it is measuring. Mugenda (2003) defines reliability as the extent
to which research tools gives consistent results after repeated trials.
To ensure reliability therefore, the researcher shall construct a questionnaire
with appropriate wording that is simple, direct and familiar to the respondents.
Items in the questionnaire and interview guide that are double barreled leading
and based on assumption will be avoided. At the same time, schools and
respondents are to be selected without biasness.
The research tool shall be pre-tested in a pilot study in one of the schools that is
not included in the study but within similar environment to the schools
participating in the study.
The level of consistency will then be computed through reliability coefficient
which ranges from 0 and 1 and then the results shall be interpreted on the basis
of George and Mallery`s scale (2003). Necessary adjustments shall be made on
the questionnaires following its pilot study.

3.9 Methods of data analysis

Quantitative data collected will be entered into the computer using SPSS which
will be preceded by data cleaning, editing and coding of open-ended responses
and removal of data entry errors. Data will then be exported to STATA for
analysis. How do you intend to do this?
Qualitative data collected through key informant interviews and focus group
discussion sessions, will be analyzed using thematic analysis, where recurrent
ideas will be categorized and grouped according to the research objectives in

40
order to identify key patterns in respondents’ views.

3.10 Ethical concerns

Throughout the planning, collection and analysis of data, the Researcher will
follow research guidelines for behavioral sciences and adhere to ethical
standards; seeking informed consent of the respondents each time and making
known that their participation is voluntary and one is free to withdraw from the
study at any time or may not answer questions they are not comfortable with.
Permission to conduct the study will be formally sought from the department of
Education of Uganda Christian University Mbale University College. The
Researcher will also formally seek permission from the District Education Officer
of Budaka to enable access to documents and materials and staff for interview.
Informed consent will be sought from each respondent and the principles of
privacy, confidentiality and respect will be used throughout the research process.

41
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 Appendices

(APPENDIX B: INDIVIDUAL SURVEY QUESTIONNAIRE

(To be administered to Teachers and heads of departments.)

Dear respondent,
I am Charles Kisule, a student of Uganda Christian University pursuing
a Master of Art Degree in Educational Administration. I am carrying out
research on “The influence of management styles on teachers' labour
turnover in the private secondary schools in Budaka district.” You have
been chosen to participate in this investigation because of your
knowledge about the school.
The information you provide will be used only for academic purposes and
be assured that the principle of confidentiality and anonymity will be held
with utmost good faith. You do not need to disclose your identity.
Please provide answers to these questions to the best of your knowledge.

Section A: Bio-data of respondents

1. ..............................................................................
2. Sex: Male Female
3. Marital Status
Married Divorced Widowed Single
4. Age:

21-30 31-40 41-50 51-60 61+

5. District:……………………………………………………………………
6. Sub-County:……………………………………………………………….
7. Designation/Position: ………………………………………………………
8. Date of interview:………………………………………………………….
9. Name of Interviewer: ……………………………………………………….

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Section B: Reasons for teachers' labour turnover in the private
secondary schools.
1. Some people say that the rate at which teachers leave their teaching
positions in any given private secondary school is so rampant. If you were
told that this cases are obtained in your school, would you agree?
a. Yes b. Not sure c. No
2. If your answer is yes, give reasons for your answer
..............................................................................................................
..............................................................................................................
..............................................................................................................
.................................................................................
3. What could be the main reasons causing teachers to leave teaching in
your school
..............................................................................................................
..............................................................................................................
..............................................................................................................
..............................................................................................................
............................................................................................................
4. Have the actions/ inactions of a head teacher caused a teacher to leave
a teaching job in your school?
a. Yes
b. Not sure
c. No
5. If your answer above is yes, list down some of the actions and inactions
that head teachers do that make some teachers leave teaching in the
schools they head.
..............................................................................................................
..............................................................................................................
..............................................................................................................
..............................................................................................................
..............................................................................................................

50
Please rate the accuracy of the following statements that explain the
reasons for teachers' labour turnover in the private secondary schools.
Statement Strongly Agree Disagree Strongly
Agree disagree
6. Teachers in private secondary
schools are not paid on time, this
makes them to leave such schools in
search for better employment palaces.
7. Teachers in private secondary
schools are paid low salaries; this
makes them to leave such schools in
search for better employment palaces.

SECTION C: Transactional management style and teachers' labour

turnover in the private secondary schools.
For Sections C to E, Please tick in the column/ numerical number that represent
your views about each of the following statements. Strongly Disagree (SD) =1,
Disagree (D)=2, Not Sure (NS)=3, Agree (A)=4 and Strongly Agree (SA)=5
RATING SCALE: V=VERY RELEVANT, R= RELEVANT, NR= NOT RELEVANT

SECTION C: Transactional management style and

teachers' turnover in the private secondary schools.
.Statement SD D NS A S RATING SCALE
A VR R NR
1 My head teacher minimally gets
involvement in decision-making.
2 My head teacher exhibits a
Transactional management style in
the school most of the time
3 Teachers in my school are capable
and motivated in making their own
decisions. There is no requirement for

51
 a central coordination by the
headmaster.
4 Transactional style is the best
management style that I need my top
managers to exhibit most of the time.
5 The motivation of teachers to carry
out their duties is not affected by
whether the head teacher was
involved in the decision-making
6 The Transactional behavior
exhibited by my head teacher is not
good in all circumstances
7 The above type of leadership causes a
lot of displeasure among the teaching
subordinates
8 Some teachers have had to leave their
teaching jobs in my school because of
the Transactional management style
exhibited by the top managers

SECTION D: Transformational management styles and teacher's labour

turnover in the private secondary schools.
Statement SD D NS A SA

1 The top leader in our school involves us the

teachers in decision-making
2 Our head teacher is usually appreciated by the
teaching staff especially when he/ she involves
teachers in decision making
3 My head teacher exhibits a Transformational
management style in the school most of the time

52
4 Transformational management style is the best
style that I need my top managers to exhibit most
of the time.
5 The above type of leadership causes a lot of
displeasure among the teaching subordinates
6 Some teachers have had to leave their teaching
jobs in my school because of the
Transformational management exhibited by the
top management
7 The Transformational behavior exhibited by my
head teacher is not good in all circumstances
7 The motivation of teachers to carry out their
duties is not affected by whether they were
involved in the decision-making

SECTION E: Authoritarian management style and teachers' labour

turnover in the private secondary schools.
Statement SD D NS A SA

1 Decisions in the school I work in are made by the

leader without the consent of subordinates or
other colleagues
2 The above type of management causes a lot of
displeasure among the teaching subordinates
3 Some teachers have had to leave their teaching
jobs in my school because of this authoritarian
rule exhibited by the top managers
4 Authoritarian behavior is not bad in all
circumstances
5 In my school, there is no need for input on the
decisions made by the head teacher

53
6 The motivation of teachers to carry out their
duties is not affected whether they were not
involved in the decision-making
7 Authoritarian leadership style is the best
management style that I need my top leadership
to exhibit most of the time.

Thank you for your cooperation

APPENDIX C: INTERVIEW GUIDE

(To be administered to Administrators; Accounts staff, Director of studies,
deputy head teachers and Head Teachers.)
1 What made you to leave the school you were formally employed in?
2 Did you undergo an exit interview?
3 If your answer is no why?
4 What usually makes teachers leave the schools they are teaching?
5 Describe the relationship between head teacher's management style
and teachers leaving the school.
6 In your school, which of the three management styles (transactional,
transformational, Authoriterian) has caused teachers to leave your
school?
7 Is there anything else you would like to say about management styles
and teacher's leaving the schools?

54
APPENDIX D: FOCUS GROUP DISCUSSION
(To be administered to, Accounts staff, Director of studies, deputy head
teachers and Head Teachers.)
1. Talk me through reasons you believe make teachers to leave the schools they
are teaching and seek employment elsewhere.
2. Do you think there is a relationship between teachers' leaving the school and
management styles exhibited by the headmaster? Please explain.

Appendix E: Sampling Frame Table

Table for determining sample size of a known population

55
Appendix F: Table showing teacher turnover in the private schools of
Budaka district

s/n Pseudo Actual Total Number of teachers leaving

Name of the Name of number of in the last four years
School school teachers
2015 2016 2017 2018
01 A. Rainbow 28 5 6 7 6
high school
02 B. St Clare 16 8 9 5 3
girls` high
school
03 C. Budaka 19 7 8 6 7
Universal
College
04 D. Budaka 10 4 3 6 6
Progress
S.S
05 E. Ngoma s.s 26 9 7 8 6
06 F. Budaka s.s 12 4 03 5 7
07 G. Bugwere 13 4 6 4 5
Kings s.s
08 H. Ikiki 14 3 05 6 1
School
high
Sub total - 44 47 47 41
Grand total 138 179
Source: Head teachers reports from visited schools, 2015-2018

56