Leadership practices and teacher performance in secondary schools in Entebbe Municipality

Abstract

The purpose of the study was to establish whether leadership practices affect secondary school teachers’ performance in Entebbe Municipality. The study was guided by three objectives that is to establish the effects of; (1) delegation, (2) motivation and (3) teamwork, on the performance of secondary school teachers in Entebbe Municipality. A co-relational research design was used to relate leadership practices to teacher performance in the secondary schools in Entebbe Municipality. A sample of 122 teachers participated in the study by answering the questionnaire. Frequencies and percentages were used to show the distribution of teachers on different items. Pearson’s Linear Correlational Coefficient (r) was used to the level of correlation between the variables. The study findings showed that delegation does not enhance the performance of secondary school teachers in Entebbe Municipality. The study also showed that motivation enhances the performance of secondary school teachers in Entebbe Municipality. The study further showed that teamwork enhances teacher performance in the secondary schools in Entebbe Municipality. The researcher concluded that delegation may not be adequate as a measure to raise teachers’ job performance. The researcher also concluded that motivation and teamwork positively enhance teacher performance. Therefore, the researcher recommended that stakeholders in the said schools need not pay undue influence to delegation to staff members as this does not seem to affect teacher performance. The researcher also recommended that school administrators and managers including other education stakeholders should provide motivating elements to teachers and encourage teamwork through teacher-teacher, teacher-head teacher, teacher-non-teacher, teacher-parents, and teacher-students relationships to improve on their job performance