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dc.contributor.authorMpaata, Kaziba Abdul
dc.date.accessioned2019-07-26T13:04:31Z
dc.date.available2019-07-26T13:04:31Z
dc.date.issued2019
dc.identifier.citationMpaata, K.A. & Mpaata, Z. (2019). The Leadership Role of Secondary School Head Teachers in Delivering Integrative Quality Education in Uganda. International Journal of Educational Leadership and Management, 7(2), 203-230. DOI:10.17583/ijelm.2019.3534en_US
dc.identifier.issn2014-9018
dc.identifier.urihttp://ir.iuiu.ac.ug/xmlui/handle/20.500.12309/656
dc.description.abstractThe study examined the relationship between the secondary school head teacher’s leadership roles in delivering the much-needed integrative quality education in Uganda. It also sought to determine the overall effect of the head teacher’s leadership role on the school’s ability to realize integrative education. Results revealed that there are three (3) significant roles of the head teacher that once performed have a direct effect on enhancing integrative education in the school which are; (i) Routine administration and management of the school (β = .375, t = 2.636, p < 0.10); (ii) monitoring teaching and curriculum coverage (β = .569, t = 4.119, p < 0.0001); and (iii) Community Engagement (β = .275, t = 1.692, p < 0.094). Therefore, head teachers are expected to put strong emphasis on these in order to realize the required integrative education which encompasses student knowledge application, acquisition of life career skills and innovation.en_US
dc.language.isoenen_US
dc.publisherInternational Journal of Educational Leadership and Managementen_US
dc.subjectIntegrative Educationen_US
dc.subjectQuality Educationen_US
dc.subjectLeadershipen_US
dc.subjectHead teacheren_US
dc.titleThe Leadership Role of Secondary School Head Teachers in Delivering Integrative Quality Education in Ugandaen_US
dc.typeArticleen_US


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