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NEWPORT INTERNATIONAL JOURNAL OF CURRENT ISSUES IN ARTS AND

MANAGEMENT (NIJCIAM)

Volume 5 Issue 1 2024

https://doi.org/10.59298/NIJCIAM/2024/5.1.26400 Page | 26

The Relationship between Head Teachers’ Authoritarian

Leadership Style and Teachers’ Burnout in Secondary
Schools in Ibanda Municipality, Ibanda District, Uganda
Jerald Kule, Tukur Muhammad, Wanjala Gidraf Joseph, Abakunda Johnson and Jovita
Nnenna Ugwu

Faculty of Education, Kampala International University Western Campus, Uganda

Corresponding email: [email protected]

ABSTRACT
The study investigated the relationship between head teachers’ authoritarian leadership style and teachers’ burnout
in secondary schools in Ibanda Municipality, Ibanda District, Uganda. A correlation study design was employed to
determine the relationship between the authoritarian leadership style of head teachers and burnout of teachers. A
hybrid approach integrating quantitative and qualitative research methodologies was also employed to handle both
qualitative and quantitative data. Data was collected from 217 teachers using a self-administered questionnaire and
15 head teachers using an interview guide. The results show that there is a positive but moderate relationship
between authoritarian leadership style and teacher burnout as indicated by the r=0.34. Therefore, a high level of
burnout was linked to increase in authoritarian leadership style. The researcher recommends that the Ministry of
Education and Sports should embrace and intensify refresher courses for head teachers to re-equip them with the
best leadership practices that could help them avoid authoritarianism. Such re-equipping can be managed at
seminars, workshops, and short courses in conjunction with teacher education institutions such as colleges and
universities. This can equip the headteachers with the best leadership practices in the ever-changing dynamics of
the education system. Therefore, the ministry and its partner agencies like National Curriculum Development
Center and National Council for Higher Education should put in place sound curriculums in leadership skills and
styles to ensure that serving head teachers are adequately and effectively trained to lead and manage the schools. It
should not be done in a hurry and by use of trainers who are not knowledgeable. This will enable head teachers to
avoid disastrous leadership styles such as authoritarianism and employ the best practices for managing burnout of
their teachers.
Keywords: Leadership Styles; Burnout, Relationship and Head Teachers

INTRODUCTION
Burnout amongst teachers has become an issue that should worry all stakeholders in the education sector because it
disrupts teachers' cognitive processes, makes them feel helpless, and drives them to withdraw psychologically [1];
[2]; [3].The problem of teacher burnout is on the rise in Ibanda Municipality yet no empirical study had been
carried out on the same among secondary schools in Ibanda Municipality [4]; [5]; [3]. This research therefore
pursued to find out the relationship between the authoritarian leadership style of head teachers and burnout of
teachers in secondary schools in Ibanda Municipality, Ibanda district, Uganda. Burnout first emerged in 1960 in A
Burnt-Out Case by Graham Greene whose chief character had lost his drive to work and was exhausted, worn out,
and isolated. Therefore, the book popularized the concept "burnout," which refers to someone who feels they have
no choice but to despair given their circumstances [5]; [6]. Later, researchers picked interest in burnout. In the
1970s Freudenberger studied burnout in health professionals who had become depressed and fatigued from caring
for drug users. Freudenberger operationalized burnout as exhaustion and depersonalisation. Other studies done in
the 1980s by researchers Maslach, Pines, and Jackson discovered that workers' productivity suffers when they feel
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overworked [7]. As teaching became more demanding and leadership in schools more wanting, teachers
subsequently became the group most associated with the burnout syndrome, in large part because of the rise in
responsibility and decline in support and respect for the industry [8]. Globally, there is a lot of attention in the
concept of burnout in the field of education and it has raised concern among all stakeholders in the education system
[9] ; [10]; [3]). Moreover, this is because a lot of changes such as the rise in the numbers of private schools and
the high demand for academic performance have taken place in the education sector at all levels in most countries
and this has made teaching become an emotionally demanding profession that requires teachers to react differently
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to the demands this sector imposes at any level of instruction, be it primary, secondary, or higher education [11];
[12]. Therefore, teacher burnout is currently a health issue and is reported to vary significantly across countries as
there is a suggestion that programmes to prevent this problem should consider the whole educational environment
for a greater impact [9]. Furthermore, today, teacher burnout leads to absenteeism, lowered work standards, low
employee engagement and high staff turnover [13]; [12]. As such, burnout typically manifests as a lack of passion
for one's work, a lack of creativity, and difficulty focusing. Burnt-out teachers frequently lose their composure in
class and respond inappropriately to somewhat stressful events [14]; [15]. Burnt-out instructors who don't enjoy
their jobs but stay in the field frequently prepare their courses carelessly, act rigidly to scholars, have inferior levels
of brilliance, lose concern in their charges, and are biased of disappointment. Burnt-out teachers frequently leave
their positions [16]. In addition, majority of research on burnout of educators comes from South America, Asia,
Australia, Canada, Europe, the Middle East, New Zealand, and Africa on a consistent basis. In Southern Jordan, 50%
of male and female teachers have emotional tiredness related to burnout [11], while almost partial of the educators
in India experience burnout [17]. According to the 2014 Education Staff Survey in the United Kingdom, 91% of
school teachers had experienced stress, and 74% had dealt with anxiety. Burnout is seen as a serious concern in
Tennessee and around the world. In the USA, of the teachers surveyed in Tennessee, 43.6% evaluated themselves
as suffering high levels of emotional tiredness and 45.4% reported less intensity of individual success [16]. In Africa,
the issue of burnout is a grave issue in educators in most countries and it is considered to be one of the factors
responsible for a great part of educators being absent from schools, staff turnover, low effectiveness, work
dissatisfaction, poor physical and psychological health, and problematic interpersonal relations [18]. A study carried
out by [19] about issues affecting educators in eight countries in Anglophone Africa between August 2006 and
January 2010 cited burnout of teacher as one of the leading issues that affect teachers in the countries studied that
included Eritrea, The Gambia, Lesotho, Liberia, Malawi, Uganda, Zambia, and Zanzibar [19]. Educators in Namibia
face levels of burnout that are like those in most other countries in Africa, making teacher burnout a continental
issue [20]. [21] found out that teacher burnout was associated with health issues with 10.6% of teachers in South
Africa being hospitalised in the previous 12 months due to burnout and stress related issues. The study also found
out that at least 75% of educators reported visiting a doctor in the six months before the study, which is another
sign of their general health. In the last five years before the survey, stress-related disorders such high blood pressure
(15.6%), stomach ulcers (9.1%), and diabetes (4.5%) were the most often reported diagnoses. In Uganda, there is high
teacher burnout attributed to severe resource constraints as teachers have many teaching hours per day, large
classrooms, limited or no textbooks, and limited physical infrastructure yet the pay is also very low, which all make
burnout one of the issues causing a crisis that needs to be urgently attended to [22]. Teachers in Uganda exhibit
burnout attributed to many factors such as delayed or poor pay in addition to very limited time to prepare for lessons
on the side of part-time teachers [23]. An earlier study in the Bugisu sub region [24] found out high levels of
burnout among teachers in this region. Teacher burnout was also found to be responsible for the poor academic
performance of schools as it limited teacher concentration and output. A study by [25], established that many of the
educators (91%) who were involved in social services delivery in Northern Uganda had high stress levels and ranked
among the top seven stressed professionals, others being nurses, managers, social workers, road transport drivers,
police officers and prison officers. The study further found out that the stressed teachers mostly relied on their head
teachers for solutions. On the other hand, it has been argued that head teachers, as supervisors for teachers through
their rigid leadership styles may be a prime issue that causes burnout at ones job especially among educators [26];
[27]). Much interest in studies on leadership styles of managers though much is still desired on head teachers’
authoritarian leadership styles and burnout has been registered so as to find out the most appropriate lead teacher’s
leadership style in reducing teacher burnout. Still, the link between the kind of leadership style and burnout
continues to be an issue in any given institution in modern research [28]; [29]. [30] have linked positive leadership
to low emotional exhaustion among health workers in the medical profession. Such a study leaves a gap for studying
the other leadership styles in the education sector particularly to establish the relationship between lead educators’
leadership styles and burnout of educators. This may help to reduce on the problem of teacher burnout, make
teachers more satisfied with teaching and give more value to education. Notwithstanding the energies of researchers
to research about leadership styles and burnout, none of them attempted to relate head teacher’s authoritarian
leadership styles and teacher burnout in the context of secondary schools in Ibanda municipality, Uganda yet there
are soaring levels of teacher burnout in secondary schools in Ibanda Municipality that needs to be addressed lest all
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teachers there will be lost. Besides, authoritarian leadership is not a static factor as it varies according to the
prevailing environment. Because of these missing links, the study focused on a relatively unexplored area of this
topic by examining head teacher’s authoritarian leadership styles and teacher burnout, particularly in Ibanda
Municipality secondary schools in order to contribute to the solution of the problem. The study will contribute to
the existing body of literature on teacher burnout by providing data on the theoretical and practical implications of
authoritarian leadership style on burnout in Ibanda Municipality. Therefore, the study was intended to fill these
gaps. Leadership styles and burnout needed to be studied further especially in the context of education in Ibanda
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Municipality to ascertain the actual relationship with the high teacher burnout in secondary schools.
LITERATURE REVIEW
Authoritarian leadership is where a leader exercises tight and strict control over their subordinates and demands
complete loyalty and absolute obedience [31]; [12]. The absolute dominance of the leaders is the primary trait of
authoritarian leadership. Those in positions of authority sometimes try to maintain control by enforcing regulations
and threatening punishment for disobedience [32]. They frequently demonstrate their power over decision-making
and enforce severe discipline on subordinates' work [33]. When leaders use an authoritarian strategy to implement
their followers, subordinates are required to conform to leaders’ demands without disagreement and subordinates
might experience undesirable feelings towards leaders [34]; [35]. [36], carried out an investigation on the link
between Authoritarian leadership employees' abnormal working behaviors and organizational cynicism among
manufacturing workers in a northern city in China. The study found out that there was a positive and significant
relationship between authoritarian leadership and organizational cynicism. However, the study only looked at one
construct of burnout leaving a gap for studying the other two. Therefore, it was important to study emotional
exhaustion and reduced personal accomplishment in relation to authoritarian leadership style to close the gap left
by the study. [37], did a study to establish the relationship between leadership styles and burnout of aquatics coaches
in Tehran, Turkey. The study found out that authoritarian leadership had a relationship with burnout. Results for
the third hypothesis showed that there was a significant and inverse relationship between authoritarian leadership
style and burnout of coaches. This means that authoritarian leadership style was associated with reduced burnout.
However, the study concentrated on burnout in aquatic coaches and ignored burnout among teachers leaving a gap
for studying the same variables but in the school setting among teachers. This gap supported a study on head
teachers’ leadership styles and teacher burnout. [38], carried out a study on the connection between sports leaders'
stress indicators and leadership styles among male sports coaches from various educational institutions in the Punjab
state districts of Jalandhar and Phagwara, India and found out that sports leaders had high levels of the authoritative
leadership style and that these were related to the high burnout of sports persons though there was a non-significant
relationship with some indicators of stress such as physical and emotional dimensions. According to findings,
authoritative style leaders had good correlations with stress, despite not being able to achieve a considerable level
particularly with the behavioral dimension of stress. The study, however, looked at leadership styles among sports
leaders and not head teachers. This left a gap for studying leadership styles of head teachers in a school setting. The
study also concentrated on stress and exhaustion leaving out other dimensions of burnout. Stress only handles a few
aspects of burnout and does not clearly bring out all the scope of burnout. Therefore, it was necessary to study
burnout in entirety looking at the other indicators of burnout like cynicism and reduced personal accomplishment.
[39], conducted a study on the impact of head teachers' leadership styles on teachers' levels of motivation in public
primary schools in Ngong Zone, Kajiado North District, of Kenya among school teachers and found out a significant
positive correlation between leadership styles and teacher burnout. The findings also showed that school teachers
led by authoritarian head teachers were de-motivated to a large extent and showed high levels of stress, exhaustion,
and disinterest in work due to the pressure from the “unfavourable leadership style”. However, the study
concentrated on motivation and brought in burnout and stress as products of demotivated teachers. Therefore, not
enough was done on burnout. The study also studied primary teachers and ignored secondary teachers yet [40]
found out that secondary teachers stood a higher risk of being affected by burnout resulting from unfavourable
working environments. On this ground, a study of leadership styles and burnout in secondary schools was necessary
to close such gaps. [41] carried out an investigation on the influence of head teachers’ leadership styles on teachers’
job satisfaction in public primary schools in Kajiado, Kenya among head teachers and teachers in public primary
schools and found out that authoritarian leadership leads to high levels of burnout among teachers which
consequently negatively influenced levels of job satisfaction. According to the findings of the study, teachers that
were under Authoritarian head teachers were often dissatisfied with their jobs because they were being stressed and
burned out by their authoritative leaders. Since this study only concentrated on primary school teachers, it left a
gap of studying the same variables but among secondary school teachers. The study was also carried out in Kenya
hence making a study on leadership styles and burnout in Ibanda, Uganda necessary. The study concentrated on job
satisfaction and did not explore the construct of burnout widely since the main variable under focus was job
satisfaction. This prompted the researcher to identify that the study does not do much on burnout hence a need to
study it further. Regarding authoritarian leadership style and burnout, studies reveal interesting dynamics in the
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relationship between the two variables. Most of the studies found out a relationship between authoritarian leadership
and burnout. However, to some it was positive while to others negative. For example, [42] and [36] found out a
positive and significant relationship between authoritarian leadership and dimensions of burnout such as
organizational cynicism and mobbing yet [37] found out a significant and inverse relationship between
authoritarian leaders and burnout hence the fact that authoritarian leadership style was associated with reduced
burnout. A survey of these studies left much desired to be studied on burnout as most of them concentrated on
cynicism and left out other dimensions of burnout.
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OBJECTIVE OF THE STUDY
To establish the relationship between head teachers’ authoritarian leadership style and teachers’ burnout in
secondary schools in Ibanda Municipality, Ibanda District, Uganda.
RESEARCH HYPOTHESIS
There is no significant relationship between head teachers’ authoritarian leadership style and teachers’ burnout in
secondary schools in Ibanda Municipality, Ibanda District, Uganda
METHODOLOGY
The study adopted a correlation research design to establish the relationship between head teachers’ leadership
styles and burnout of teachers in secondary schools in Ibanda Municipality. Correlation means the relationship
between two variables [43]. The researcher used a correlation design because it figured out which variables were
connected hence making it easy to determine the relationship between authoritarian leadership style and burnout as
were studied. Correlation design also helped the researcher to deal with several statistical tests that would result
into a correlation coefficient that numerically represents the strength and direction of a relationship. Correlation
design was appropriate for the study because it does not allow manipulation of the independent variable and helps
in making a prediction once a correlation between variables is known. The study also used a mixed approach where
both quantitative and qualitative research approaches were used since the researcher intended to use an interview
guide and a questionnaire. The interview guide had open-ended questions while the questionnaire had close-ended
items. The quantitative approach also involved use of parameters such as mean, standard deviation, Pearson
Correlation and regression.
Sampling technique
A sample is a section of the targeted population that is actually studied and the information got from it generalized
to the large population [44]. The sample for the study was drawn from the 500 teachers and 15 head teachers that
formed the study population. [45] table was used to determine the sample for the study because it was considered
to be accurate in determining sample size and easy to be used since it does not involve complex mathematical
solutions that would compromise its accuracy, [45]. According to the [45] table, a population of 500 teachers had
a corresponding sample of size of 217. All the 15 head teachers were interviewed because of being few and the fact
that they were all needed to give expert and crucial information. This made the sample for the study 232 respondents.
However, the researcher got proportional samples for teachers in each school by the following formula:
Number of teachers per school × total sample size for teachers
Total number of teachers in all schools

Table 1: Sample Size Selection

Category of Population Population Size Total Sample Size Sampling Technique
Head Teachers 15 15 Purposive
Teachers 500 217 Simple Random
Total 515 232
Source: Ibanda Municipality Education Department Statistics, 2023; Krejcie and Morgan, 1970
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Table 2: Proportional Samples for Teachers
S/N Schools Teachers Proportional Sample for teachers
1 School A 24 10
2 School B 32 14
3 School C 22 09
4 School D 71 31
5 School E 18 08 Page | 30
6 School F 20 09
7 School G 59 26
8 School H 60 26
9 School I 16 07
10 School J 27 12
11 School K 16 07
12 School L 46 20
13 School M 39 17
14 School N 28 12
15 School O 22 09
Total 500 217
Source: Ibanda Municipality Education Department Statistics, 2023
Simple random sampling was used to select teachers. This is because simple random sampling is a basic sampling
technique where the researcher randomly selects a section of respondents for study from a larger group [43]. The
researcher used this method by first getting a sampling frame from each school, assigning codes to names of teachers
and putting each code on a separate piece of paper. The papers were subjected to a lottery after which the researcher
picked papers at random up to when the required number reached. By doing this, simple sampling helped the
researcher to ensure that all respondents had an equal chance of being selected. Purposive sampling was applied to
head teachers. Purposive sampling is non-probability sampling that is applied on usually small numbers of
respondents. It is also known as judgmental sampling [43]. Purposive sampling was used on head teachers because
they were selected purposefully for their experience and knowledge about the problem under investigation and
collecting in-depth data to supplement quantitative data.
Methods of data collection
The study adopted a selfadministered questionnaire as the main tool for data gathering. There were three sections
in the questionnaire: Section A comprised of demographic information. Such demographic data included age bracket,
sex, education level, and experience. Section B helped to measure lauthoritarian eadership style. This section had 6
items developed from the Leadership Styles Questionnaire (LSQ). LSQ contains 18 items, with a five-point Likert
scale, which determines the score of participants related to the three styles of leadership – authoritarian (6 items),
democratic (6 items), and laissez-faire (6 items). Therefore, only 6 items testing authoritarian leadership were
adopted. The five point likert scale ranges from 5=Strongly Agree 4=Agree 3=Undecided 2=Disagree to
1=Strongly Disagree. LSQ published by Sage was found popular and effective among studies on leadership styles
[46]. Section C helped to measure burnout. This section had 22 close ended items adopted from Maslach Burnout
Inventory (MBI) and rated on a five point likert scale ranging from 5=Always 4=Often 3=Sometimes 2=Rarely to
1=Never. Burnout was measured using MBI because over 90% of the studies measuring teachers' burnout used the
Maslach Burnout Inventory [47]. The MBI scale comprises of 22 close ended items that fit into three subscales:
emotional tiredness, (9 items), depersonalization/cynicism (5 items) and absence of a sense of personal success (5
things). The study also used an interview guide to collect qualitative data from head teachers. The interview guide
helped the researcher to interview head teachers [48]. The researcher achieved this through interacting with head
teachers by asking oral open ended questions relating to their leadership styles and burnout of their teachers. The
data got was analyzed qualitatively and reported. Using an interview guide, the researcher collected information on
detailed perceptions, opinions, and attitudes of the study participants.
Validity and Reliability of the Instrument
In order to determine if the contents of an instrument measure what it was designed to measure, instrument validity
must be established [48]. A validity test was performed before the research instruments were administered to see
whether the items on the tools could measure the dimensions they were designed to assess, or in other words, capture
the desired data. Research professionals looked through the tools to see if they could record the necessary responses.
The tools were then intentionally given a Content Validity Index (CVI) to assess their validity. To assess if the
study methods were reliable and the findings were displayed in a table, the researcher utilized the formula below.
CVI = Relevant items by all judges as suitable
Total number of items judged
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The tools were considered suitable for collecting data because CVI was 0.70.
The ability of a research tool to accurately collect the data for which it was developed or utilized is referred to as
reliability [49]. Reliability of a tool for study is defined by [49] as a metric used to evaluate how effectively a
research tool delivers dependable results after several trials. The questions were piloted among 22 instructors (or
10% of the anticipated respondents) in order to determine the degree to which surveys would provide similar findings
if used under the same conditions. The reliability of the questionnaires was calculated using the SPSS program
version 23.0. The reliability of the surveys was then evaluated using Chronbach's alpha coefficient. According to
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[50], the alphas coefficient values were determined to be above 0.70, which was adequate for the questionnaire to
be considered credible.
Table 3: Reliability Statistics
Respondents Chronbach’s Alpha
22 0.70

Methods of data analysis

Utilizing percentages and frequencies, quantitative data gathered through surveys was arranged and examined.
Simple statistics like frequencies, means, standard deviations, and percentages were used to analyze and convey
responses. The Statistical Package for Social Science (SPSS) version 23.0 was used to produce descriptive statistics
in response to the research questions. Regression and other inferential statistics were also used. This generated the
data required for the findings to be generalized. The Pearson's Linear Correlation Coefficient (PLCC) technique was
employed to fulfill the study's objectives. Data from surveys were interpreted, and their validity was strengthened,
using qualitative information gleaned from the head teachers' interviews. As a result, the qualitative material
gathered was transcribed and subjected to a thematic analysis to assess its sufficiency, reliability, utility, and
consistency.
FINDINGS OF THE STUDY
The findings of the study are presented in line with the research objective and hypothesis as described below.
Background Information of the Respondents
The section shows the background characteristics of the respondents in terms of their sex, age ranges, level of
education, and number of years of teaching experience. This study sought to ascertain if background factors in
secondary schools had an impact on teachers' burnout levels. The information is displayed in the table below. Only
the teachers were represented.
Table 4: Gender, Age, Education Background, and Teaching Experience of the Respondents
Back ground information Number of respondents Percentage (%)
Gender Male 145 66.8
Female 72 33.2
Total 217 100.0
Age(years) 25-29 61 28.1
30-34 75 34.6
35 & above 81 37.3
Total 217 100.0
Education back ground Masters 54 24.9
Bachelors 101 46.5
Diploma 62 28.6
Total 217 100.0
Teaching experience 1-5 years 75 34.6
6-10 years 38 17.5
11-15 years 57 26.3
More than 15 years 47 21.7
Total 217 100.0
Source: Field data, 2023
Table 4 gives the survey respondents' backgrounds in terms of their gender, age, educational background, and prior
teaching experience. 217 respondents in total responded to the surveys. The percentages of the various elements
listed were also included in the table. In the research, there were 72 fewer women than men (33.2% vs. 145, or 66.8%).
The findings show that more male teachers than female teachers participated in the survey. The cause was that there
were often fewer female instructors than male teachers in many schools, especially those outside of town.
Furthermore, 81(37.3%) of the respondents were 35 years and above, this was followed by 75 (34.6%) who had 30-
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34 years of age and finally 61(28.1%) who had 25-29 years. The results show that more teachers were old enough to
give the information required to complete this study. In addition, 54(24.9%) respondents had attained Masters
Degrees while 101(46.5%) had Bachelor’s degrees and 62(28.6%) had diplomas. The results show that all educators
who participated in this study were professional teachers. Finally, 75(34.6%) participants had worked from 1-5 years,
followed by 57(26.3%) who had working experience of 11-15 years, 47(21.7%) who had an experience of more than
15 years and 38(17.5%) who had an experience of 6-10 years. The results show that more teachers had worked for a
period of time sufficient enough to go through the dynamics of teaching to enable them sufficiently answer the
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questions in the questionnaire.
Authoritarian Leadership Style
This section presents responses on authoritarian leadership. According to a five point Likert scale, the responses
ranged from SA (strongly agree) to SD (strongly disagree), as shown in table 5 below:
Table 5: Responses on Authoritarian Leadership Style
Statement to SA A U DA SD Mean
understand No. (%) No. (%) No. (%) No. (%) No. (%)
Authoritarian leadership

My head teacher says 0(0%) 17(7.8%) 47(21.7%) 122(56.2%) 31(14.3%) 4.2400

most of the teachers in
our school are lazy
Our head teacher gives 54(24.9%) 128(59.0%) 35(16.1%) 0(0%) 0(0%) 2.2300
us rewards or
punishments to motivate
us to achieve

My head teacher makes 24(11.1%) 0(0%) 47(21.7%) 89(41.0%) 57(26.3%) 4.0900

us feel insecure about
our work and need
direction

My head teacher is the 87(40.1%) 92(42.4%) 38(17.5%) 0(0%) 0(0%) 2.2900

chief judge of the
achievements of the
teachers
My head teacher gives 68(31.3%) 132(60.8%) 17(7.8%) 0(0%) 0(0%) 4.2400
orders and clarifies
procedures
Source: Field data, 2023
The number of responses to the different assertions made to the stakeholders is shown in Table 5 above. The
responses were based on the five scales of SA (Strongly Agree), A (Agree), U (Undecided), DA (Disagree), and SD
(Strongly Disagree). The responses to the question "My head teacher says most of the teachers in our school are
lazy" reveal that the majority of respondents disagreed with the statement (122, 56.2%) and (31, 14.3%) strongly
disagreed, and are rated that they don't agree with it. This is in line with the "Disagree" score. With a mean score
of (4.2400), the respondents' responses showed that (17, 7.8%) agreed with the statement and (47, 21.7%) were
undecided. This suggests that many head instructors prioritize their tasks over their coworkers in the context of the
classroom. The responses on the declaration “Our head teacher gives us rewards or punishments to motivate us to
achieve” indicate that 54(24.9%) strongly agreed with the declaration, 128(59.0%) agreed with the declaration,
35(16.1%) participants were undecided 0(0%) disagreed with the statement with a mean score of (2.2300) implying
that the participants agreed with the statement. The results therefore show that educators are rewarded for good
work done and punished for acting against the ethics and code of work. Responses to the statement “My head teacher
makes us feel insecure about our work and need direction,” indicate that 24(11.1%) strongly agreed with the
statement, 0(0%) no of the respondents agreed, 47(21.7%) were undecided, 89(41.0%) disagreed and 57(26.3%)
strongly disagreed with a mean score of (4.0900) implying respondents were in disagreement with the statement.
The result therefore reveal that teachers feel secure with their work. Responses on “My head teacher is the chief
judge of the achievements of the teachers” show that 87(40.1%) of the participants strongly agreed with the
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declaration, 92(42.4%) disagreed with the statement 38(17.5%) were undecided, 0(0%) were in disagreement with a
mean score of (2.2900) implying that the lead educator is the main judge of the achievements of the educators in
secondary schools. Responses to "My head teacher gives orders and clarifies procedures" show that 68(31.3%) of
respondents strongly agreed with the declaration, 132(60.8%) agreed with the statement, 17(7.8%) were undecided,
and 0(0%) disagreed with the declaration, with a mean score of (4.2400) implying that secondary school head teachers
give orders and clarify work procedures. Generally, the responses above point to the existence of authoritarian
leadership among head teachers in secondary schools in Ibanda Municipality since majority of the respondents
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agreed to the statements that were used to test this leadership style. These statements are in contention with the
responses from the interviews conducted. For example, Respondent 1 on how they understood authoritarian
leadership style said, “Most teachers of these days are lazy. They do not want to teach because most of them think
they are paid less. They start businesses and spend most of the time there. Therefore, I usually become hard on them,
direct them and even punish them in case they do not comply. I can even ask them to write apologies or suspend
them for some time. They have branded me an authoritarian leader. For that matter, I can say authoritarian
leadership means you are hard on your teachers ordering them here and there because you want them to do work as
they are supposed to. Most times they are the ones who bring it because they do not want to work.” This response
is a confession not only confirming the practice of authoritarian leadership in secondary schools in Ibanda
municipality, but also validating statement 1, 2, 4 and 5 as indicators of authoritarian leadership.
Burnout
This section presents responses on burnout of teachers on emotional exhaustion, depersonalization/cynicism and
lack of personal accomplishment.
Emotional exhaustion
This section presents responses on emotional exhaustion. The replies are measured on a five point Likert scale as
shown in table 6:
Table 6: Emotional Exhaustion

Statement SA A U DA SD Mean
No. (%) No. (%) No. (%) No. (%) No. (%)

I feel emotionally drained by 81(37.3%) 40(18.4%) 30(13.8%) 31(14.3%) 35(16.1%) 3.4700

teaching
I feel like teaching is breaking me 40(18.4%) 64(29.5%) 82(37.8%) 31(14.3%) 0(0%) 3.5200
down/feel used up at the end of the
workday

Working with people all the day 125(57.6%) 64(29.5%) 28(12.9%) 0(0%) 0(0%) 4.4500
long requires a great deal of efforts

I feel frustrated by teaching 64(29.5%) 75(34.6%) 78(35.9%) 0(0%) 0(0%) 3.9400

It stresses me too much to work in 0(0%) 64(29.5%) 21(9.7%) 88(40.6%) 44(20.3%) 2.4800
direct contact with people
I feel like I am at the end of my rope 57(26.3%) 17(7.8%) 77(35.5%) 49(22.6%) 17(7.8%) 3.2200

I feel tired when I get up in the 104(47.9%) 82(37.8%) 31(14.3%) 0(0%) 0(0%) 4.3400
morning and have to face another day
at school
I feel am working too hard on my job 64(29.5%) 57(26.3%) 58(26.7%) 38(17.5%) 0(0%) 3.6800

I feel burned out from teaching 24(11.1%) 44(20.3%) 118(54.4%) 14(6.5%) 17(7.8%) 3.2000
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Table 6 above shows replies on “I feel emotionally drained by teaching” indicating that 81(37.3%) participants
strongly agreed, 40(18.4%) agreed, 30(13.8%) were undecided, 31(14.3%) disagreed, and 35(16.1%) strongly
disagreed with a mean of (3.4700). Results thus show majority of the educators emotionally exhausted by the process
of educating learners. Responses to “I feel like teaching is breaking me down/feel used up at the end of the workday”,
indicate that 40(18.4%) participants strongly agreed, 64(29.5%) agreed, 82(37.8%) were undecided, 31(14.3%)
disagreed with a mean of (3.5200) meaning a big number of teachers feel exhausted during teaching especially after
completing the day’s work. Responses to “Working with people all the day long requires a great deal of efforts”
Page | 34
indicate that 125(57.6%) participants strongly agreed, 64(29.5%) agreed, 28(12.9%) were undecided and none of the
participants disagreed. This had a mean of (4.4500). The responses reveal that it is much tasking to work with people
around you and needs a teacher to put in extra energies. Responses to the declaration” I feel frustrated by teaching”,
show that 64(29.5%) participants strongly agreed with the declaration, 75(34.6%) agreed, 78(35.9%) were undecided
and none of the respondents disagreed. This had a mean score of (3.9400). Responses show that most educators were
frustrated with teaching. Responses on “It stresses me too much to work in direct contact with people”, show that
64(29.5%) participants agreed with the statement, 21(9.7%) were undecided, 88(40.6%) disagreed and 44(20.3%)
strongly disagreed with a mean score of (2.4800). The results show more teachers disagreed with the statement.
Responses on “I feel like I am at the end of my rope”, show that 57(26.3%) strongly agreed with the statement,
17(7.8%) agreed, 77(35.5%) were undecided, 49(22.6%) disagreed, and 17(7.8%) strongly disagreed with a mean score
of (3.2200). The responses show that most teachers were undecided with the statement. Responses to the statement
“I feel tired when I get up in the morning and have to face another day at school”, show that 104(47.9%) strongly
agreed with the declaration, 82(37.8%) agreed, 31(14.3%) were undecided and none of the respondents disagreed.
The mean score for this is 4.3400. The responses show that educators feel exhausted when they wake up with a
feeling of working again at school. Responses to the statement, “I feel am working too hard on my job” show that,
64(29.5%) of the respondents strongly agreed with the declaration, 57(26.3%) agreed, 58(26.7%) were undecided,
and 38(17.5%) disagreed with a mean score of (3.6800). These responses show that more teachers are working too
hard on their jobs. Responses to the statement “I feel burned out from teaching” show that 24(11.1%) of the
respondents strongly agreed with the statement, 44(20.3%) agreed, 118(54.4%) were undecided, 14(6.5%) disagreed
with the statement and 17(7.8%) strongly disagreed with the statement with a mean score of (3.2000). The responses
show that more teachers were undecided.
Depersonalization/Cynicism
This section presents responses on depersonalization/cynicism, the replies are measured on five Likert scale as
presented in the table 7:
Table 7: Depersonalization/Cynicism
Statement SA A U DA SD Mean
No. (%) No. (%) No. (%) No. (%) No. (%)

I feel I look at some students 0 (0%) 24 (11.1%) 61 (28.1%) 54 (24.9%) 78 (35.9%) 2.1400
impersonally as if they are
objects
I worry that this job is 64 23 (10.6%) 34 (15.7%) 35 (16.1%) 61 (28.1%) 2.9700
hardening me emotionally (29.5%)

I have become more 0 (0%) 64 (29.5%) 122 (56.2%) 0 (0%) 31 (14.3%) 3.0100
heartless/insensitive towards
people since I took this job

I feel some students blame me 0 (0%) 61 (28.1%) 61 (28.1%) 34 (15.7%) 61 (28.1%) 2.5600
for some of their problems

I really don't care about what 0 (0%) 17 (7.8%) 87 (40.1%) 35 (16.1%) 78 (35.9%) 2.200
happens to some of my students

Source: Field data, 2023

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Table 7: shows that according to responses on the statement “I feel I look at some students impersonally as if they
are objects”, 24(11.1%) agreed with the declaration, 61(28.1%) were undecided, 54(24.9%) disagreed with the
statement, 78(35.9%) strongly disagreed with a mean score of (2.1400). These responses show that teachers
disagreed with the declaration. Regarding responses to the statement, “I worry that this job is hardening me
emotionally”, 64(29.5%) strongly agreed, 23(10.6%) agreed, 34(15.7%) were undecided, 35(16.1%) disagreed,
61(28.1%) strongly disagreed with a mean score of (2.9700). Replies show that more teachers disagreed with the
statement that the job is hardening them emotionally. Responses to the statement, “I have become more
Page | 35
heartless/insensitive towards people since I took this job”, show that 64(29.5%) agreed, 122(56.2%) were undecided,
31(14.3%) strongly disagreed with the statement with a mean score of (3.0100). This shows that more teachers were
undecided. Responses to the statement “I feel some students blame me for some of their problems”, indicate that
61(28.1%) agreed to the statement, 61(28.1%) were undecided, 34(15.7%) disagreed with the statement, 61(28.1%)
strongly disagreed with a mean score of (2.5600). This shows that more teachers disagreed with the statement.
Responses to the statement, “I really don't care about what happens to some of my students” show that 17(7.8%)
agreed with the declaration, 87(40.1%) were undecided, 35(16.1%) disagreed, while 78(35.9%) strongly agreed with
a mean score of (2.200). This shows that more teachers disagree with the statement.
Reduced Personal Accomplishments
This section presents responses on reduced personal accomplishments, the replies are measured on five-point
Likert scale as presented in the table 8:
Table 8: Reduced Personal Accomplishments
Statement SA A U DA SD Mean
No. (%) No. (%) No. (%) No. (%) No. (%)

I do not accomplish many 0(0%) 138(63.6%) 31(14.3%) 14(6.5%) 0(0%) 3.8800

worthwhile things in this job

I do not feel full of energy 24(11.1%) 23(10.6%) 125(57.6%) 45(20.7%) 0(0%) 3.1200

I do not easily understand what my 0(0%) 0(0%) 102(47.0%) 71(32.7%) 44(20.3%) 2.2700
students feel

I do not look after my students' 40(18.4%) 41(18.9%) 52(24.0%) 53(24.4%) 31(14.3%) 3.0300
problems very effectively

In my work, I do not handle 0(0%) 99(45.6%) 51(23.5%) 53(24.4%) 14(6.5%) 3.0800

emotional problems very calmly

Through my work, I do not feel that 0(0%) 57(26.3%) 31(14.3%) 91(41.9%) 38(17.5%) 3.4900
I have a positive influence on people

I am not able to create a relaxed 40(18.4%) 0(0%) 126(58.1%) 37(17.1%) 14(6.5%) 3.0700
atmosphere with my students

I do not fell refreshed when I have 40(18.4%) 0(0%) 88(40.6%) 61(28.1%) 28(12.9%) 3.8300
been close to my students at work

Source: Field data, 2023

Table 8 shows that responses to the statement “I do not accomplish many worthwhile things in this job” indicate
that 138(63.6%) agreed with the statement, 31(14.3%) were undecided, 14(6.5%) disagreed with a mean score of
(3.8800). The responses show that teachers do not accomplish many worthwhile things in their job. Responses to
the statement “I do not feel full of energy” indicate that 24(11.1%) strongly agreed with the statement, 23(10.6%)
agreed, 125(57.6%) were undecided, 45(20.7%) disagreed with a mean score of (3.1200). The responses show that
more teachers were undecided. Responses to the statement, “I do not easily understand what my students feel”
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indicate that no participant agreed with the declaration, 102(47.0%) were undecided, while 71(32.7%) disagreed, and
44(20.3%) strongly disagreed with a mean score of (2.2700). Responses show that teachers are in disagreement with
the statement. Responses to the statement “I do not look after my students' problems very effectively” indicate that
40(18.4%) strongly agreed with the statement, 41(18.9%) agreed with the declaration, 52(24.0%) were undecided,
53(24.4%) disagreed with the declaration, while 31(14.3%) strongly disagreed with a mean score of (3.0300).
Responses show that teachers are in disagreement with the statement. Responses to the statement, “In my work, I
do not handle emotional problems very calmly” indicate that 99(45.6%) agreed with the statement, 51(23.5%) were
Page | 36
undecided, 53(24.4%) disagreed with the statement, and 14(6.5%) strongly disagreed with a mean score of (3.0800).
Responses show that teachers are in agreement with the statement. Responses to the statement “Through my work,
I do not feel that I have a positive influence on people” show that 57(26.3%) agreed with the statement, 31(14.3%)
were undecided, 91(41.9%) disagreed with the statement, while 38(17.5%) strongly disagreed with a mean score of
(3.4900). The responses show that most teachers are in disagreement with the statement. Responses to the
statement, “I am not able to create a relaxed atmosphere with my students” indicate that 40(18.4%) strongly agreed
with the statement, 126(58.1%) were undecided, 37(17.1%) disagreed with the statement, and 14(6.5%) strongly
disagreed with the statement with a mean score of (3.0700). Responses show that more teachers were undecided on
this statement. Responses to the statement “I do not fell refreshed when I have been close to my students at work”
show that 40(18.4%) strongly agreed with the statement, 88(40.6%) were undecided, 61(28.1%) disagreed with the
statement, while 28(12.9%) strongly disagreed with a mean score of (3.8300). The responses show that more teachers
were undecided on the statement.
Hypothesis Test Result
The study's hypothesis was, "There is a significant relationship between head teachers' authoritarian leadership style
and teachers' burnout in secondary schools in Ibanda Municipality." Authoritarian leadership style is favorably rated
as contributing to teacher burnout in secondary educational institutions in Ibanda Municipality. The data clearly
supported the concept. Correlation analysis was used to determine the role of authoritarian leadership on teacher
burnout. This discovery is depicted in the table below:
Table 9: Correlation Analysis on Authoritarian Leadership Style and Teachers’ Burnout
Authoritarian Leadership Teachers’ Burnout
Authoritarian Pearson correlation 1 0.34**
Leadership Style
Sig.(2-tailed) 0.003
Number 217 217
Teachers’ Burnout Pearson correlation 0.34** 1

Sig.(2-Tailed) 0.003

Number 217 217

** Correlation is significant at 0.01 level (2-Tailed)

The findings in table 9 reveal that Authoritarian Leadership Style moderately contributes to Teacher Burnout, with
a 0.34 significance. They have a correlation of r=0.34; p=0.003. The correlation coefficient of 0.34 indicates that
there is a positive but moderate relationship between Authoritarian Leadership Style and Teacher Burnout. "r" value
less than one indicates that a moderate contribution exits. The study concludes that at the 5% level of significance,
there is moderate evidence that Authoritarian Leadership Style relates to Teacher Burnout. "P" value of 0.003
suggests a moderate relationship between Authoritarian Leadership Style and Teacher Burnout at School. The
findings imply that an increase in authoritarian leadership would result in a proportional increase in teachers’
burnout. This therefore implies that Authoritarian Leadership Style contributes to Teachers’ Burnout.
These results are in agreement with the results from the interviews. For example, while responding to question 8
of the interview, Respondent 6 said:
I very much know from my experience as a head teacher and teacher that when you are hard on your
teachers, you stress them. Teachers get tired of your directives all the time and feel inadequate. If you
become autocratic like Iddi Amin Dada, your teachers will hate you, transfer to other schools, or transfer
the anger to the students. Such teachers feel much stress and fatigue from working with you.
Similarly, respondent 9 said:
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I never back at my teachers since I know that bogs them down and makes them feel they are not teachers
enough. It will bother them to know that you do not believe in their abilities. I see many head teachers
around here doing it but it is not good. It is stressful to work with a dictatorial head teacher.
These statements indeed show that there is a positive relationship between authoritarian leadership and burnout.
DISCUSSION OF RESULTS
According to the results, the hypothesis was rejected because the researcher finally found out that there is a positive
and moderate relationship between authoritarian leadership style and burnout of teachers. Authoritarian leadership Page | 37
styles are favorably rated as contributing to teacher burnout in secondary educational institutions in Ibanda
Municipality. The data clearly supported the concept. This conclusion, while not entirely consistent with the
findings of other research such as [51], was consistent with theoretical claims such as those of [52] and [53] that
teachers' burnout was dependent on the authoritarian leadership style. Correlation analysis was used to determine
the role of authoritarian leadership on teacher burnout. This is also supported by interview data where respondent
15 agreed with the statement. On responding to question 8 on the interview guide, respondent 15 said, “When a
head teacher is authoritarian, it leads to a high burnout of teachers.” Authoritarian leadership styles have been shown
to demotivate workers in a variety of ways, according to several academics. For instance, according to [54], in
authoritarian leadership, there is mistrust between the leader and the followers, which lowers the followers' level of
trust in the leader. According to [54] and [55] authoritarian leadership results in low self-esteem, psychological
torment, anxiety, low job satisfaction, among other detrimental effects that all serve to demotivate the workforce.
All this leads to a high burnout among staff.
CONCLUSION
According to the study's findings, the research hypothesis was rejected because the researcher finally found out that
there is a positive and moderate relationship between authoritarian leadership style and burnout of teachers. This
means that when authoritarian leadership increases, burnout also increases because the two variables move in the
same direction. Authoritarian leadership styles are favorably rated as contributing to teacher burnout in secondary
educational institutions in Ibanda Municipality.
RECOMMENDATIONS
The researcher recommends that the Ministry of Education and Sports should embrace and intensify refresher
courses for head teachers to re-equip them with the best leadership practices that could help them avoid
authoritarianism. Such re-equipping can be managed at seminars, workshops, and short courses in conjunction with
teacher education institutions such as colleges and universities. This can equip the headteachers with the best
leadership practices in the ever-changing dynamics of the education system. Therefore, the ministry and its partner
agencies like National Curriculum Development Center and National Council for Higher Education should put in
place sound curriculums in leadership skills and styles to ensure that serving head teachers are adequately and
effectively trained to lead and manage the schools. It should not be done in a hurry and by use of trainers who are
not knowledgeable. This will enable head teachers to avoid disastrous leadership styles such as authoritarianism and
employ the best practices for managing burnout of their teachers.
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CITE AS: Jerald Kule, Tukur Muhammad, Wanjala Gidraf Joseph, Abakunda
Johnson and Jovita Nnenna Ugwu (2024). The Relationship between Head Teachers’
Authoritarian Leadership Style and Teachers’ Burnout in Secondary Schools in
Ibanda Municipality, Ibanda District, Uganda. NEWPORT INTERNATIONAL
JOURNAL OF CURRENT ISSUES IN ARTS AND MANAGEMENT 5(3):26-40.
https://doi.org/10.59298/NIJCIAM/2024/5.1.26400
Page | 40