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Leadership Styles Employed at Zambia's Colleges Of LEADERSHIP STYLES EMPLOYED AT ZAMBIA’S COLLEGES OF EDUCATION by BENSON SIMANGO submitted in accordance with the requirements for the degree of DOCTOR OF EDUCATION in the subject EDUCATION MANAGEMENT at the UNIVERSITY OF SOUTH AFRICA SUPERVISOR: PROF. J. NYONI FEBRUARY 2016 DECLARATION I declare that: LEADERSHIP STYLES EMPLOYED AT ZAMBIA’S COLLEGES OF EDUCATION is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. ________________________ 12/02/2016 SIGNATURE DATE Benson Simango Student: 49071513 i DEDICATION This thesis is dedicated to the memories of my beloved late mother and father, Mrs. Mukachilumbi N. Simango and Mr.T. Simango, whom I miss every day. To them I am forever grateful for having brought me up to become what I am today. It is also dedicated to my late brothers; Alfred, Frederick, and Gideon, for igniting the love for school education in me. ii ACKNOWLEDGEMENT This thesis would not have been possible without the assistance and help from a great number of people. It is a pleasure to convey my gratitude to them all in my humble acknowledgment. Foremost, I would like to record my sincere gratitude to my supervisor Prof. J. Nyoni for the continuous support of my D.Ed. study and research, for his patience, motivation, enthusiasm, and immense knowledge. Despite being supervised at a distance, I felt his presence every day in my research. He was always ready to advise at all times including weekends. I could not have imagined having a better supervisor for my D.Ed. study. Collective and individual acknowledgments also go to the following: The Permanent secretary, Ministry of General Education for granting me permission to access colleges of education in Zambia as well as Principals of Copperbelt College of Education, Mufulira College of Education, Kitwe College of Education and Malcom Moffat College of Education for allowing me to gather data in their Colleges. I wish to thank Dr. Gistered Muleya, Mr. Mubanga Lupupa, Mr. Jacob Sakala, Mr. Peter Mwewa and Ms Annetty Lombe for language editing and proof reading my work as well as the technical and logistical support rendered. Finally, I would like to thank everybody who took part in the research which has culminated into the successful realisation of ;this thesis, as well as expressing my apology that I could not mention them one by one. Last, but by no means least, I thank my dear wife Susan; you make me what I am and what I will be. Many thanks for your unwavering love, support and encouragement throughout my educational pursuits. I know you carried a load and made many silent sacrifices while I was absorbed in studying and conducting research. Many thanks also, to my lovely children: Benson, Lweendo, Nchimunya and Mukachilumbi. I hope my work will motivate you to also be curious, creative lifelong learners and students in your lives regardless of what you pursue. For any errors or inadequacies that may remain in this work, of course, the responsibility is entirely my own. iii RESEARCH ABSTRACT This study is a collective case study grounded in the literature regarding leadership styles and leadership theories. It includes among others, an analysis of data from interviews of college Principals and middle Managers to identify the leadership styles at the three colleges of education. The purpose of the study was to analyse the leadership styles of college Principals and middle Managers operating in dual-mode environments. The colleges that were being studied are the Copperbelt College of Education; Mufulira College of Education and Malcom Moffat College of Education. There were sixteen (16) participants in this study drawn from three colleges. The researcher collected data using semi-structured individual and focused group interviews. In addition, policy documents such as ‗Open and Distance Learning Policy (draft) and National Policy on Education were analysed. The researcher employed qualitative methods in the collection and analysis of data. Triangulation was used in order to verify the information given during this study. The evidence from the literature review indicates that there is no single leadership style that may provide answers to all situations in institutions of higher education; rather, a blend of the leadership styles would be beneficial to college Principals. The research further revealed that, managing dual-mode colleges of education entails that Principals require tailor-made programmes in management and leadership of dual-mode institutions for them to improve quality of their products and enhance tenets of transparency, democracy and good governance in colleges of education in Zambia. They also must be excellent communicators and ensure understanding by students, employees, peers, and the many stakeholders involved in dual-mode colleges of education. The study was important as it hoped to shed some light on how to improve quality of leadership in dual-mode colleges of education in Zambia. The study will contribute scientific knowledge to all categories of Higher Education (HE) institutions especially colleges of education, be they face-to-face or distance mode, that are contemplating a move into dual-mode delivery. Finally, Information garnered from this study is expected to allow Principals and other middle Managers and administrators to evaluate their leadership styles in comparison to the effective styles revealed by this study. iv TITLE OF THESIS AND KEYWORDS LEADERSHIP STYLES EMPLOYED AT ZAMBIA’S COLLEGES OF EDUCATION Key term Definition Conventional institution an institution mandated to offer traditional face-to- face learning programmes Policy Harmonisation a process of facilitating adoption of similar policy directions across member states taking into account differences in member States. Leadership theories the approach that a Manager adopts in exercising authority in the work place and directing staff to meet the organisational mandate outlined in their individual job descriptions Dual mode institution institutions that, as well as offering programmes on campus, makes available a proportion of its courses in ODL format. Grant-aided institution institution that receive from the government a grant of 75% of the capital costs of approved projects and an annual grant in aid of running costs. Open and Distance Learning reflects both the fact that all or most of the teaching is conducted by someone removed in time and space from the learner, and that the mission aims to include greater dimensions of openness and flexibility, whether in terms of access, curriculum or other elements of structure Transactional Leadership A type of leadership in which the leader promotes compliance of his followers through both rewards and punishments. Situational A type of leadership in which the leader or Manager of Leadership an organisation must adjust his style to fit the v development level of the followers he is trying to influence. Transformational Leadership A type of leadership where the leader, creates a vision to guide the change through inspiration, and executing the change in tandem with committed members of the group. Democratic Leadership A style of leadership in which a leader Involves all individuals in the decision-making process to determine what needs to be done and how it should be done. Leadership style The directional forms of authority used by Principals and middle Managers in colleges of education. Mixed mode A mixed mode institution is the result of the convergence of face-to-face and distance modes, and increasingly characterises organisations that were once single mode or dual mode. Single mode A single mode institution is one that is either offering face-to-face only or open and distance learning mode of delivery. vi TABLE OF CONTENTS DECLARATION .................................................................................................................................................... I DEDICATION ....................................................................................................................................................... II ACKNOWLEDGEMENT ........................................................................................................................................... III RESEARCH ABSTRACT ............................................................................................................................................ IV TITLE OF THESIS AND KEYWORDS .......................................................................................................................... V TABLE OF CONTENTS ............................................................................................................................................ VII ACRONYMS AND ABBREVIATIONS ........................................................................................................................ XI LIST OF TABLES ................................................................................................................................................... xii LIST OF FIGURES ................................................................................................................................................. xii LIST OF APPENDICES .......................................................................................................................................... xiii CHAPTER ONE: ORIENTATION OF THE STUDY .......................................................................................................
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