Determinant Factors in the Effective Leadership of Secondary Schools: The Diminishing Trust Culture by Educators

Umar Kakumba ,Kaziba Abdul Mpaata

doi:10.7176/jep/11-33-10

Abstract

The purpose of this paper is to explore the determinant factors in the effective leadership of secondary schools in Uganda. Factor Analysis was employed to appropriately identify variables for inclusion in subsequent analytical procedures. The use of an eigenvalue cut-off point of 1.0, as suggested by Kaiser, resulted in four factors which were then rotated using varimax rotation before the use of correlation and regression analyses to determine their significance. Factor analysis results revealed that there are four significant factors that determine effective leadership of secondary schools in Uganda. Further subsequent analysis then indicated that only three of the factors significantly determine effective leadership in schools which are; (i) the head teacher’s ability to acquire instructional materials [β = .246, t = 2.902, p < 0.004]; (ii) their ability to supervise and manage the school [β = .175, t = 2.111, p < 0.037]; and (iii) their influence over teaching and student assessment [β = .544, t = 8.872, p < 0.0001]. The study documents the factors that have been empirically identified as key to the effective leadership of secondary schools in Uganda and therefore closes the gap on what should practically be done by stakeholders and especially educators to effectively lead schools and produce results. Keywords: Leadership Effectiveness, Trust Culture, Trust Gap, Teaching DOI: 10.7176/JEP/11-33-10 Publication date: November 30 th 2020

Highlights

The present increasing demand by the Ministry of education for improved, balanced or excellent school performance from all districts in Uganda has definitely created a strong desire and impetus for effective school leaders
The major purpose of this research was to identify the factors that determine leadership effectiveness in the secondary schools in Uganda using a sample of schools from the Eastern Region
It can be deduced from table 4 that as high as 79.6% of the respondents agreed that their leaders provide support and encourage support staff with difficult tasks

Summary

Introduction

The present increasing demand by the Ministry of education for improved, balanced or excellent school performance from all districts in Uganda has definitely created a strong desire and impetus for effective school leaders. While current statistics indicate an increasing trend in the number of schools in the country, it is undisputable that there is an growing need for competent head teachers at all levels (IGG Report, 2014). As the proliferation of secondary schools increase, the country is expected to face a peculiarly consistent demand for head teachers who are able to supervise performance by initiating structure and provide the necessary consideration and attention to the wellbeing of staff so as to stimulate the zeal, enthusiasm and trust required in the school setting. Effective school leaders demonstrate that they are paragons of efficiency and elegance per se but mentors who engage in trust building activities that enable the school to flourish and motivate stakeholders to get up to the task of preparing students to outwit and thwart all academic roadblocks in a subtlest of different ways

Objectives

Methods

Results

Discussion

Conclusion