Leadership Practices and Teacher Performance in Government Aided Secondary Schools in Wakiso
NAKABUGO, Robinah Semitala
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This study explored the relationship between leadership practices and teacher job performance in government aided secondary schools. Specifically the study looked at transformational, supportive and participative leadership practices. The study adopted across-sectional survey design on a sample of 227 respondents. Data was collected by use of questionnaire and interview guide, it was analysed quantitatively and qualitatively. Quantitative data was analysed using the Statistical Package for Social Scientists 17.0 (SPSS) program. At univariate level, data was analysed basing on the mean and frequencies. At bivariate level, data was analysed basing on correlational analysis and multivariate analysis was carried out using linear regression. Qualitative data was analysed by content analysis composing explanations and substantiating them using the respondents open responses. The study established; a significant positive relationship between transformational leadership practice, supportive leadership practice and participative leadership practice with teachers’ performance. It was thus concluded that there is a relationship between transformational leadership practices, supportive leadership practice and participative leadership practice with teacher performance. Therefore, it was recommended that leadership in schools should implement the transformational leadership practice to enhance teacher performance; the leadership of schools should be supportive to teachers; and leadership of schools should encourage teacher participation in the management of schools.