Title: Dichotomizing Headteachers' Leadership Practices and Management of Teaching Staff in Ugandan Secondary Schools: Insights from Secondary Schools in Western Uganda
Authors: Associate Professor Mark Kiiza, Augustine Balyebuga, Omara Henry
Volume: 10
Issue: 2
Pages: 106-121
Publication Date: 2026/02/28
Abstract:
This study investigated the leadership practices of head teachers and their impact on the management effectiveness of public and private secondary schools in Kakumiro District, Uganda, grounded in Frederick Taylor's Scientific Management theory. The study aimed to examine the types of head teachers' leadership and academic staff management in government aided secondary schools. The descriptive mixed-methods were employed and this approach combined qualitative and quantitative data collection. A case research design was adopted and it gave in-depth understanding of the variables under investigations. The study sampled 662 representatives of teaching staff across six selected public and private secondary schools with Kakumiro District. Purposive sampling was employed for school leaders due to their direct involvement in leadership, while simple random sampling was applied to select teachers. The study used survey, interviews and focused group discussion. The data collections instruments were validate through test and pre-testing to verify their reliability. Ethical considerations were rigorously maintained, with participant anonymity ensured. Results indicated a weak positive correlation between the extent of leadership practices and school management effectiveness (r = 0.112) and between teachers' perceptions of leadership skills and management efficacy (r = 0.036). A weak negative correlation (r = -0.229) suggested that reducing leadership barriers could improve management outcomes. Identified barriers included unclear task assignment, inadequate teacher preparation, and limited trust in delegated responsibilities. Key strategies for improvement included aligning tasks with teacher capabilities, fostering trust, enhancing communication, motivating staff, and providing structured training. In conclusion, leadership exerts a modest yet positive influence on school management. The study recommends implementing strategic interventions to address identified barriers, thereby promoting efficient leadership, enhanced staff engagement, and improved educational outcomes. These findings provide empirical evidence for the critical role of leadership in public and private school leadership and offer actionable guidance for policymakers and educational administrators seeking to strengthen school management practices in Uganda.