The role of head teachers’ decision-making skills in enhancing teacher performance in public primary schools in Lira district, Uganda. A cross-sectional study.
DOI:
https://doi.org/10.51168/09njm696Keywords:
Decision-Making Skills, Teacher Performance, School Leadership, Public Primary Schools, Lira DistrictAbstract
Background:
Teacher performance in public primary schools in Lira District, Uganda, remains unsatisfactory, characterized by high absenteeism and poor pupil academic results. This study investigates the relationship between head teachers’ decision-making skills encompassing timeliness, inclusiveness, and strategic planning, and teacher performance, a critical yet underexplored dynamic in this context.
Methods:
A cross-sectional mixed-methods design was employed. Quantitative data were collected from 102 teachers using a structured questionnaire, while qualitative insights were gathered via interviews with 8 head teachers. A Pearson correlation analysis was used to test the relationship, and a regression analysis determined the predictive power of decision-making skills on teacher performance.
Results:
The respondent demographic was predominantly male (68.2%), aged 31-40 years (60.9%), and held a Diploma as their highest qualification (58.2%). The study revealed a strong, statistically significant positive relationship between head teachers’ decision-making skills and teacher performance (r = 0.764, p = 0.003). Regression analysis confirmed decision-making as a significant predictor (β = 0.248, p = 0.005). However, descriptive findings indicated that teachers perceived head teachers as lacking in participatory and transparent decision-making practices, often making top-down decisions with limited consultation.
Recommendations:
The Ministry of Education and Sports, in partnership with district offices, should organize regular capacity-building workshops for head teachers focused on data-driven and collaborative decision-making. Schools should institutionalize inclusive processes that involve teachers in key decisions regarding curriculum and resources.
Conclusion:
Effective decision-making by head teachers is a pivotal factor in enhancing teacher performance. Improving these skills through targeted training and promoting a culture of shared decision-making can significantly contribute to reversing the trend of poor teacher performance.
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Copyright (c) 2025 John Paul Omara, Dr. Sarah Kyolaba (Author)
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