Assessment of Leadership Training of Head Teachers and Secondary School Performance in Mubende District, Uganda
Author: Benson, Kayiwa
Date: 2011-10-00
Type: Dissertations/Theses - Masters Theses
Subjects: Secondary Schools,Leadership Training,Program Effectiveness,Professional Development,Educational Quality,Correlation,Interviews,Questionnaires,Instructional Leadership,Secondary School Teachers,Secondary School Students,Principals,Individual Characteristics,Workshops,Beginning Teacher Induction,Seminars,Educational Attainment,Experience,Discipline

The purpose of the study was to establish the relationship between leadership training of head teachers and school performance in secondary schools in Mubende district, Uganda. Descriptive-correlational research design was used. Six schools out of 32 were selected and the sample size of head teachers, teachers and students leaders was 287 out of 302 target population. Both interview and questionnaire were used to gather data. Data was collected on the independent variable -- training, and four dependent variables - teacher management, instructional leadership, school discipline and academic performance, and it was analysed using descriptive statistics, namely, frequencies, percentage, and mean. Findings show that 83.3% of the sampled head teachers were above 40 years of age. 66.7%S were graduates and 33.3% had masters, 67.3 % took leadership and management courses at university. 66.7% of the head teachers attended an induction course and 83.3% had attended at least one leadership short course. 83.3% had participated in 10 and above workshops and seminars. 56% had over 8 years of experience as head teachers. The study showed good performance of head teachers apart from academics. Chi-square and regression analysis were used to determine the relationship of training and performance and the findings show that there is no significant relationship between head teachers' training and secondary school performance in Mubende, since P = 0.228 greater than 0.05, implying that there are other factors that greatly affect performance. However, the four variables were found significant to performance of schools, because the p - value was less than 0.05 (P=0.000 less than 0.05/0.01 and Head teachers' training shared 33.5 % of its variability to performance of schools, because P value was (0.000), less than the level of significance 0.05. The study concluded that majority of the head teachers were well trained and had substantial experience. Their performance was good apart from academic which requires further research. However, since insufficient training of head teachers reduced school performance, whereas leadership training contributed 33.5% to school performance, the study recommends that. The Ministry of Education and Sports should emphasize and promote practical leadership for school heads. Head Teachers should crave for continuous leaning to be well equipped with leadership knowledge and skills. Teachers should ensure quality teaching to improve academic performance. Researchers should investigate further on the factors responsible for the poor academic performance of secondary schools in Mubende District such as quality of students recruited. Thirteen appendixes include: (1) Questionnaire for Deputy Head Teachers, DoS. and Teachers; (2) Questionnaire for Head Teachers; (3) Questionnaire for Students; (4) Time Schedule for the Study; (5) The Budget of the Study; (6) Morgan Table of Sample Size; (7) Introductory Letter for Data Collection; (8) Kasambya S.S. Permission Letter for Data Collection; (9) Kasenyi S.S. Permission Letter for Data Collection; (10) Kitenga S.S. Permission Letter for Data Collection; (11) St. Andrew Kaggwa S.S. Permission Letter for Data Collection; (12) Map of Mubende District; and (13) Map of Uganda. (Contains 24 tables and 2 figures.)