International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue VI, June 2022 | ISSN 2454–6186
Dr. Benard Nuwatuhaire, Mubehamwe Janan
Valley University of Science and Technology
Abstract: This study determined the relationship between transformational leadership styles and retention of teachers in Bushenyi district, Uganda. The study adopted the correlational and cross-sectional designs and data was collected using a self-administered questionnaires as well as interview guides on a sample of 107 secondary school teachers. Data analysis involved descriptive and inferential analyses. Descriptive results revealed that there was moderate use transactional leadership and it had a positive significant relationship with retention of teachers. Therefore, it was concluded that transformational leadership is imperative for retention of teachers though is not the most probable leadership style for retention of teachers. The recommendation of the study was that head teachers should make it a priority to be transformational in their leadership and should limit their use it.
Key words: Leadership Styles and Retention
I.INTRODUCTION
These leadership styles emerged in Burns’s 1978 delineation of a type of leadership that he labelled transformational. Burns in 1978 and other researchers such as Avolio in 1999 and Bass in 1998 contrasted transformational leadership style with transactional leadership style. The transactional leadership style was described as involving a more conventional sense of clarifying subordinate responsibilities, rewarding them for meeting objectives, and correcting them for failing to meet objectives (Giorgi, Shoss& Di Fabio, 2017). According to Eagly, Johannesen-Schmidt and Van Engen (2003) in addition to transformational and transactional leadership styles, Avolio in 1999 and Bass in 1998 distinguished a laissez-faire style that is marked by a general failure to take responsibility for managing. This study sought to investigate the relationship between the transformational leadership style to retention of teachers.