The effects of principals’ management styles on the functionality of schools in Oshana Region, Namibia

Abstract

This study explored the effects of principals’ management styles on the functionality of schools in the Oshana Region in Namibia. A qualitative case study research design was used to collect and analyse data. The human relations and human resources models were utilised. A criterion purposeful sampling technique was used to select ten principals and ten teachers from ten schools with at least seven years’ experience and above in the management of schools and other managerial activities. The interview schedule, field notes and open-ended questionnaire were primary data collection instruments used. Secondary data included journal articles, internet sources, theses and dissertations. Typological analysis and content analysis were used to analyse qualitative data from the interviews. A computer software programme namely Atlas.ti was used to accommodate multiple overlapping coding of the data. The relationship between management styles and measures of school functionality were explored and established. The study established the effects of management styles on the functionality of schools and what needs to be done to mitigate adverse effects which would help principals to cope with extreme and cutthroat competing schools. The study also established challenges experienced by principals when applying different management styles and what needs to be done to mitigate them, which may help principals to cope with demanding and ever-changing schools. Findings from this study provide more in-depth insight into factors that determine the choice of the management styles, the effects on the life of the school and what needs to be done to mitigate them. This would help principals to improve management, leadership and administration of the schools. The study established the prevailing management styles that help principals to improve and enhance performance, the life of the school, learners’ performance, and to allow teachers to take responsibility for their work. The study recommends an urgent need for the principals to study and learn the application of the four management styles and their impact on teaching and learning, which result in student outcomes. It further recommends the use of a combination of two management styles to strike a balance and avoid manipulation of one particular management style against the other.