The Secondary School Head Teacher’s Leadership Role in Educational Policy Implementation in Uganda

Abstract

The study was designed to investigate the leadership role of the secondary school head teacher in the implementation of educational policies in government aided secondary schools using eleven (11) schools in Eastern Uganda. The specific objectives were; (1) to examine the relationship between the routine role of the head teacher to administer and manage teachers and the educational policy implementation practices; (2) to ascertain the relationship between the head teacher’s leadership role in availing the required resources for teaching and learning and the educational policy implementation practices; (3) to determine the relationship between the head teacher’s leadership role in engaging the community and the educational policy implementation practices; and (4) to analyze the effect of the head teacher’s leadership role on the educational policy implementation by secondary schools in Uganda. Results reveal that; (i) there is a significant and positive relationship between the routine role of the head teacher to administer and manage teachers and the educational policy implementation practices [r = .945**, p < 0.0001]; (ii) there is also a significant and positive relationship between the head teacher’s leadership role in availing the required resources for teaching and learning and the educational policy implementation practices [r = .740**, p < 0.0001]; and (iii) the study similarly registered a positive and significant relationship between the head teacher’s leadership role in engaging the community and the educational policy implementation practices [r = .676**, p < 0.0001]. Regression results however indicated that it is only the head teacher’s leadership role in routine administration and management of teachers that has a significant and positive effect on the educational policy implementation [β = .934, t = 18.064, p < 0.0001], implying the dire need for head teachers in this region to practice routine administration and management of teachers to enhance performance. It was then concluded that for schools especially in the Eastern region of Uganda, head teachers need be given refresher courses on education policy and its implementation strategies so that they are able to not only administer and manage teachers but also engage the community and avail the required resources for teaching and learning. This will enable them to play their role as gatekeepers of educational reforms and central pillars on whom effective teaching and learning process ultimately depends.