Leadership Styles and Organisational Citizenship Behaviour of Teachers in Government-Aided Primary Schools in Sheema Municipality, Uganda

This study assessed the association between leadership styles and organisational citizenship behaviour (OCB) of teachers in government-aided primary schools in Sheema Municipality, Uganda. The study examined whether transformational, transactional, and laissez-faire leadership styles had a significant impact on OCB. By employing a quantitative approach and correlational design, the study interrogated the predictive strength of leadership styles on OCB. The sample comprised 212 primary teachers who provided data through a self-administered questionnaire. Data were analysed quantitatively using descriptive statistics, correlation, and hierarchical regression analyses. Descriptive results revealed that while OCB of the teachers was high, the use of transformational, transactional, and laissez-faire leadership styles by head teachers was moderate. At the preliminary level, correlation analysis revealed that while transformational and transactional leadership styles had a positive and significant relationship with OCB, laissez-faire leadership had a negative and insignificant relationship. At the confirmatory level, hierarchical regression revealed that while transformational and transactional leadership styles were positively significant predictors of OCB, laissez-faire leadership was a positive but insignificant predictor. Therefore, it was concluded that transformational leadership style is essential in fostering OCB, transactional leadership is imperative in enhancing OCB of employees, and laissez-faire leadership does not meaningfully predict OC. The study recommends that head teachers should practice transformational leadership to foster OCB, implement transactional leadership to promote OCB of teachers, and offer some laissez-faire leadership depending on contextual factors. The practical significance of this study is that it provides guidance to head teachers on how to implement different leadership styles to promote OCB of teachers.