Authors: Prudence Chitonge, Patricia Eunice Lupupa
Abstract: Introduction: This study looked at the leadership styles used by head teachers in three primary schools in Chilubi District, namely Chibimbya, Chilubi, and Yombwe, and how these approaches affect teacher performance and students' academic success. Strong, thoughtful school leadership plays a key role in creating a positive school climate and helping both teachers and students thrive. Methods: A mixed research design combining quantitative and qualitative methods was used, including surveys and interview guides with head teachers and deputy head teachers from the selected schools. The data were analyzed using descriptive and thematic approaches to explore leadership practices, the challenges faced, and how these influence teaching and learning. Results: The findings showed that democratic and transformational leadership styles were the most common among head teachers. These approaches were marked by participatory decision making, motivating staff, recognizing achievements, and delegating responsibilities. Such leadership styles had a positive effect on teacher morale, instructional abilities, and student performance. That said, several challenges got in the way of effective leadership, including limited training in leadership skills, financial constraints, resistance to change, inadequate resources, and weak engagement with the local community. Conclusion: Effective leadership rooted in collaboration, teacher empowerment, and strategic resource management significantly enhances teacher performance and student achievement. Addressing identified barriers through capacity building, improved funding, and stakeholder involvement is essential for sustaining educational improvements in Chilubi District.
DOI: https://doi.org/10.5281/zenodo.19734153
