The Moderation Effect of Head Teachers’ Leadership Styles in Directing Mentorship Pragrammes Towards Teacher Job Performance: The Case of Secondary Schools in Tororo District, Eastern Uganda

A. Nabitula, C. Eryenyu, D. K. Olema
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Abstract

This research has been rooted in the Bandura’s (1986) Social Cognitive Theory of learning. The paper investigated how teacher mentorship relates to teachers’ job performance when moderated by head teachers’ management styles. From a pragmatic realist viewpoint, a cross-sectional survey design with concurrent mixed method approach was used in data collection, analysis and interpretation. A questionnaire comprising of Teacher mentorship experience scale, Teacher job performance scale and Leadership behaviour scale was filled by 286 teachers while four school administrators were interviewed. The results revealed a moderate level of mentorship (M = 35.95, SD = 6.78, Min =19, Max=50) and a moderate level of teachers’ job performance (M = 41.58, SD = 5.04, Min=13, Max = 50). Nonetheless, there was a positive significant correlation (r = .398, p < .001) between mentorship and teacher job performance. A multiple regression analysis using Process plugin in SPSS generated a significant moderation effect of head teacher leadership styles on the link between teacher mentorship and teacher job performance within the Johnson-Neyman region of significance. Autocratic leadership increased the effect of mentorship on job performance (B= -0.02, p =.05) by head teachers more than any other styles. This implies that head teachers have to be more directing and instructing in order for their teachers to perform their duties effectively.
校长领导风格在指导师徒计划中对教师工作绩效的调节作用:以乌干达东部托罗罗区的中学为例
这项研究植根于班杜拉(1986)的社会认知学习理论。本文研究了在班主任管理风格的调节下,师徒关系对教师工作绩效的影响。从务实的现实主义观点出发,在数据收集、分析和解释中采用了并行混合方法的横断面调查设计。采用教师师徒经历量表、教师工作绩效量表和领导行为量表对286名教师进行问卷调查,并对4名学校管理人员进行访谈。结果显示,师徒关系水平中等(M = 35.95, SD = 6.78, Min= 19, Max=50),教师工作绩效水平中等(M = 41.58, SD = 5.04, Min=13, Max=50)。然而,师徒关系与教师工作绩效之间存在显著正相关(r = 0.398, p < 0.001)。利用SPSS中的Process插件进行多元回归分析,班主任领导风格对师徒关系与教师工作绩效的关系具有显著的调节作用,且在Johnson-Neyman显著区域内。专制领导方式对师徒关系对班主任工作绩效的影响(B= -0.02, p = 0.05)高于其他领导方式。这意味着班主任必须更多地指导和指导,以便他们的教师有效地履行职责。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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