Participatory Leadership Styles and Teachers’ Job Commitment in Government Aided Primary Schools of Sheema Municipality Uganda

This study sought to establish the relationship between Participatory Leadership Styles and Teachers’ Job Commitment in Government Aided Primary Schools of Sheema Municipality, Uganda. The study was guided by 3 research questions and hypothesis that helped gather data. The study adopted cross-sectional design with mixed approach on a total population of 103 respondents and a sample of 81 respondents. The collected quantitative data was analysed using Cronbach’s Alpha (a) method offered by SPSS software version 26. The findings revealed that, there is significant (p0.05) relationship between delegation of responsibilities and teachers’ job commitment in government aided primary schools in Central Division, Sheema Municipality. The teachers’ representation contributed 38% of variations in the response variable. This was followed by teachers’ participation in decision making which contributed 17% of all variations in the response variable and only 3% of the variations in the response variable were attributed to delegation of responsibilities. In conclusion, the result indicates that an increase of one unit in delegation of responsibilities causes an increase of .309 or 31 % in Teachers’ job commitment. Therefore, it’s recommended that, head teachers in public primary schools in Central Division, Sheema Municipality, Sheema District should focus involving teachers in decision making and delegate responsibilities to enable the teachers claim ownership of important decisions made by the school as they learn a few management skills. Headteachers and teachers should be given equal opportunities to undergo trainings especially on job training as well as attending academic conferences to be in position to unleash their potentials. Keywords: Leadership Styles, Teachers’ Job Commitment, Government Aided Primary Schools