Title:
RELATIONSHIP BETWEEN DISTRIBUTED LEADERSHIP AND PUPILS’ PERFORMANCE IN GOVERNMENT-AIDED PRIMARY SCHOOLS IN KAYUNGA DISTRICT, UGANDA

Authors:
Dan Bubale , George Wilson Kasule and Edith Gladys Mayindo Mbabazi

Abstract:
The study set out to examine the relationship between distributed leadership and pupils’ performance in government-aided primary schools in Kayunga district, Uganda. The study displayed how the three distributed leadership practices of teacher collaboration, shared values and staff collegiality influence school performance. Quantitative research approach was used with the administration of survey questionnaires to 76 deputy headteachers, 76 heads of department and 76 class teachers from 76 study schools to obtain numeric data. The sample was purposively selected based on vast experiences and adequate relevant information appropriate to answer the research problem. The quantitative study findings revealed that there is a significant relationship between teacher collaboration and pupil’s performance in primary schools. Results indicated a positive relationship between the two variables (r=0.627, p=0.000) at 99% level of confidence. The study also found that there is a significant relationship between shared values and pupils’ performance in primary schools. Results revealed a positive correlation between the two variables (r=0.736, p=0.000) at 99% level of confidence. Similarly, the study findings revealed that there is a significant relationship between teacher collegiality and pupils’ performance in primary schools. Results showed a positive correlation between the two variables (r=0.737, p=0.000) at 99% level of confidence. Results of regression analysis indicated that the three distributed leadership constructs correlated with pupils’ performance which suggests that the three constructs enhance and influence school performance. It is hereby recommended that distributed leadership could offer best practices for sustaining high levels of pupils’ learning in primary schools in countries like Uganda.

Keywords:
Distributed leadership, Government-aided, primary schools, pupils’ performance, Uganda

DOI:
http://dx.doi.org/10.37500/IJESSR.2021.4213