Title:
LEADERSHIP STATUS 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 explored leadership practices used by headteachers in Government-aided Primary Schools in Kayunga District, in Uganda and their influence on pupils’ performance. Related literature was reviewed to facilitate a wider understanding of effective leadership practices that positively impact school performance. Data was collected through interviews with 76 headteachers and 76 teachers in charge of Prefects body. The study participants were selected using purposive sampling. Established was that democratic and participatory leadership styles were most applied in school administration to have better academic performance, whereas other headteachers who applied autocratic leadership style attested dismal academic performance; while the rest of headteachers that applied laissez-faire leadership style revealed poor performance of their pupils. The study findings further revealed other promising practices for developing in-school capacity to sustain high levels of pupils’ learning with a critical mass of flexibility to give teachers the space to engage in collaborative activities. It was noted that such collaborative leadership practices contributed to creating a shared leadership work environment for a better motivated staff useful in today’s work climate because it links human development and school resources to desired performance results. The study concludes that shared leadership has great potential to offer best instructional alternatives for improved performance outcomes.

Keywords:
Leadership status, Government-aided, primary schools, pupils’ performance, Uganda

DOI:
http://dx.doi.org/10.37500/IJESSR.2021.4214