The Leadership Role of Secondary School Head Teachers in Delivering Integrative Quality Education in Uganda
Mpaata, Kaziba Abdul
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The 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.
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