Head Teachers’ Practices and Teachers’ Performance in Government-Aided Secondary Schools in Kibibi Sub-County, Butambala District

Lubega Twaha; Ssali Muhammad Bisaso; Nabukeera Madinah; Matovu Musa

doi:10.36948/ijfmr.2025.v07i03.47789

Head Teachers’ Practices and Teachers’ Performance in Government-Aided Secondary Schools in Kibibi Sub-County, Butambala District

Author(s)	Mr. Lubega Twaha, Dr. Ssali Muhammad Bisaso, Assoc.Prof. Dr. Nabukeera Madinah, Assoc.Prof. Dr. Matovu Musa
Country	Uganda
Abstract	The main purpose of this study is to examine the influence of head teachers’ practices on teachers’ performance in government-aided secondary schools in Kibibi Sub-county, Butambala district. The specific objectives of the study were; i) To examine the influence of head teachers’ leadership practices on teachers’ performance, ii) To examine the influence of head teachers’ motivational practices on teachers’ performance, and iii) To examine the influence of head teachers’ supervisory practices on teachers’ performance in government-aided secondary schools in Kibibi Sub-county, Butambala district. The study embraced a causal-comparative research design coupled with only a quantitative approach. Simple linear regression analysis was engaged to establish the strength, direction, and the significance of the influence of head teachers’ practices on teachers’ performance in government-aided secondary schools in Kibibi Sub-county, Butambala district. The study revealed that head teachers’ leadership practices have a moderately positive statistical and significant influence on teachers’ performance in government-aided secondary schools in Kibibi sub-county, Butambala district. Additionally, the study also exposed that head teachers’ motivational practices have a strong positive statistical and significant influence on teachers’ performance in government-aided secondary schools in Kibibi sub-county, Butambala district. The study further discovered that head teachers’ supervisory practices have a moderately positive statistical and significant influence on teachers’ performance in government-aided secondary schools in Kibibi sub-county, Butambala district. The study concluded that head teachers’ practices in terms of head teachers’ leadership practices, head teachers’ motivational practices, and head teachers’ supervisory practices have a significant influence on teachers’ performance in government-aided secondary schools in Kibibi sub-county, Butambala district in that an improvement in head teachers’ leadership practices, head teachers’ motivational practices, and head teachers’ supervisory practices would resultantly lead to an enhancement in head teachers’ leadership practices, head teachers’ motivational practices, and head teachers’ supervisory practices. The study recommends that school administrators should conduct regular classroom observations, provide constructive and timely feedback, foster a collaborative supervision approach, set clear expectations and goals, and encourage professional development for teachers which significantly influence an enhancement in teachers’ performance in government-aided secondary schools in Kibibi sub-county, Butambala district.
Keywords	Head Teachers’ Practices, Head Teachers’ Leadership Practices, Head Teachers’ Motivational Practices, Head Teachers’ Supervisory Practices, Teachers’ Performance, and Government-Aided Secondary Schools.
Field	Sociology > Education
Published In	Volume 7, Issue 3, May-June 2025
Published On	2025-06-11
DOI	https://doi.org/10.36948/ijfmr.2025.v07i03.47789
Short DOI	https://doi.org/g9qp9j

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Head Teachers’ Practices and Teachers’ Performance in Government-Aided Secondary Schools in Kibibi Sub-County, Butambala District

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