Title: The Influence of School Leadership on Teacher Performance: A Case Study of Secondary Schools in Mbarara City
Authors: Namuyonga Rebecca, Kiwanuka Rasheed
Volume: 9
Issue: 2
Pages: 33-37
Publication Date: 2025/02/28
Abstract:
This study aimed at examining the influence of school leadership on teacher performance in secondary schools in Mbarara City. It aimed at assessing the leadership practices employed by school principals, the relationship between instructional leadership and teacher motivation, professional development, and classroom performance, and to identify the challenges faced by school leaders in promoting teacher performance. Data was collected from a sample of 200 teachers from 10 secondary schools in Mbarara City using structured questionnaires and interviews. Multiple regression analysis was conducted to assess the relationship between leadership practices and teacher performance, as well as the influence of instructional leadership, teacher motivation, professional development, and identified challenges. The regression results revealed a significant positive relationship between leadership practices and teacher performance, with a coefficient of 0.654 (p < 0.001), indicating that enhanced leadership practices lead to improved teacher performance. Instructional leadership was found to have a strong positive effect on teacher motivation (? = 0.476, p < 0.01), professional development (? = 0.321, p < 0.05), and classroom performance (? = 0.542, p < 0.001). However, challenges faced by school leaders, such as inadequate resources and high workload, were negatively associated with teacher performance (? = -0.312, p < 0.05), with significant implications for leadership effectiveness. The study concluded that effective school leadership, particularly in instructional leadership and the provision of support for teachers, is crucial for improving teacher performance. Furthermore, it was established that teacher motivation, professional development, and addressing leadership challenges significantly contribute to enhanced teaching outcomes. Schools should also focus on fostering a collaborative environment that supports teacher growth and motivation.