HEAD TEACHER’S MANAGEMENT SKILLS AND PROFESSIONAL GROWTH

OF THE TEACHING STAFF;

A CASE OF CHURCH OF UGANDA SECONDARY SCHOOLS IN LUWEERO

DIOCESE.

BY

BAKOMEREZA ANNE KAKOOZA

2021/FEB/MEMP/M228518/DIST

A PROPOSAL SUBMITTED TO THE SCHOOL OF EDUCATION IN PARTIAL

FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD

OF MASTER DEGREE IN EDUCATION MANAGEMENT

AND PLANNING OF NKUMBA UNIVERSITY

MAY, 2022
 CHAPTER ONE; INTRODUCTION

1.0 Introduction

This chapter presents the background of the study which comprises of the historical,
theoretical, conceptual and contextual perspectives are presented. The chapter also contains
statement of the problem, purpose of the study, objectives of the study, research questions,
and research hypothesis, scope of the study and significance of the study.

1.1 Background of the study

It is rightly believed that there exists a close relationship between teachers’ professional
growth and the nature of school leadership. School heads are said to be ‘sense makers’ of
learning institutions. This is because they ensure improved learning, effective teaching,
formative supervision and teaching and learning, (Gurnam K. and Chan Y.F. 2010). Head
teachers need to be good supervisors of their subordinates to realize improved performance in
learning institutions. Supervision should therefore not be autocratic but collaborative and
interactive not directive but democratic, (Acheson and Gail, 2003).

1.1.1Historical background

History shows that between 1950-1980; most of the research on leadership behavior focused
on explaining how leaders influence the attitudes and performance of individual subordinates.
In the early survey research, factor analysis of leadership behavior questionnaires found
support for two broadly defined behavior categories involving task oriented and relationship
oriented behavior as cited in (Yukl, 2012)

Leadership research from the behavioral perspective has flourished as one review identified
sixty-five classification systems of behavior proposed between, 1940 and 1986 (Fleishman, et
al., 1992) they noted that a common theme within nearly every identified classification
system was a trend for behavior which facilitates team interaction. Building from the work of
(Salas, Dickinson, Converse, & Tannenbaum, 1992), task focused behaviors are those that
facilitate understanding task requirements, operating procedures and acquiring task
information, conversely person focused behaviors are those that facilitate the behavioral
interactions, cognitive structures and attitudes that must be developed before members can
work effectively as a team.

2
Leadership behaviors that directly concerned with encouraging and facilitating change did
not get much attention in the early leadership research (Yukl, 2012). During the past decade,
teacher empowerment has received a great deal of attention from researchers who studied its
relation to various organizational outcomes. Sweetland and Hoy (2002) as cited in (Bogler &
Somech, 2004), state that though a thorough examination has been conducted to study the
relationship between teacher empowerment and various organizational and personal
characteristics. However, there is need to study how leadership behavior affects teacher
empowerment.

1.1.2Theoretical perspective

The study will be guided by the path goal theory as propounded by House (1968), a
leadership theory that focuses on the kinds of behavior leaders should exercise to allow their
subordinates achieve personal and organizational goals. Leaders can increase their
subordinates’ motivation, satisfaction and empowerment by administering rewards that
depend on the achievement of particular goals (Piccolo & Colquitt, 2006).

The Path-goal theory put forward the idea that an individual’s behavior is motivated by the
desire to satisfy needs, and is thus directed towards the accomplishment of certain goals. But
it is only in the last forty years that theories focusing on the path goal relationship have been
developed. Earlier studies concluded that workers who perceived productivity as the means
of attaining personal goals would have high productivity (Georgopoulos, Mahoney and Jones,
1957).

However, “path goal theory” was not completely developed until the work of Evans (1970)
and House (1971). The basis of the path goal theory is expectancy theory, which states that an
individuals’ behavior can be predicted from the degree to which behavior is seen to lead to
valued outcomes (DuBrin, 2013). The path goal theory emphasizes the relationship between
the management’ style, the behavior, capability and characteristics of the subordinates,
characteristics of the work context and the path to be taken to achieve the desired outcomes
(Zhang, 2013). This study will be based on the path goal theory since it emphasizes the
relationship between the Management style, the behavior, capability and characteristics of the
subordinates, characteristics of the work context and the means or path to be taken to achieve
the desired outcomes.

3
1.1.3 Conceptual perspective

According to this study the independent variable is Managerial Skills which is the ability to
work with people, and motivate and lead individuals or a team within an organization. Being
able to interact with subordinates, peers and superiors on a regular basis is part of the job that
requires people managerial skills, which includes communicating effectively, motivating
employees, creating a favorable work environment, ensuring the workplace is safe and
fostering a spirit of cooperation. Teaching can be a daunting endeavor for both experts and
novice teachers. It is a profession that requires the ability to be responsive to new demands
and changing needs (Larrivee et at, 2005). In recent years, school reform promoting high-
stakes testing in the name of improving academic achievement has dominated the list of
problems demanding consideration, However, there are other problems that also demand
attention for example, bullying.

Head teachers, as school managers are taxed with ensuring that their schools meet the set
objectives while maintaining required standards. As managers, head teachers need to be
skillful in balancing between supervising the staff under them, implementing government
policies and meeting the societal expectations. In Pakistan, as well as many other countries,
the head teacher is responsible of school management and also teaching the students,
(government primary schools head teachers, training). Therefore, the head teacher requires
training on the essential aspects of school and classroom management so as to be effective in
carrying out his/her duties.

The foremost task of a manager is to be able to determine long range goals of an

organization. Having set out the goals of the organization, the manager should design and
develop objectives or short term goals and then determine both the human and material
resources required for the attainment of these goals. When the objectives have been designed
and put in place, the manager will then put all these entities into effect for the achievement of
the predetermined organizational goals which will of course include the achievement of
exemplary academic results by pupils. Management thus performs the dual function of policy
making and execution. Management therefore determines both the means and the ends in an
organization.

As OECD’s comparative review on teachers noted (OECD, 2005): Effective professional

development is on-going, includes training, practice and feedback, and provides adequate
time and follow-up support. Successful programmes involve teachers in learning activities

4
that are similar to ones they will use with their students, and encourage the development of
teachers’ learning communities. There is growing interest in developing schools as learning
organizations, and in ways for teachers to share their expertise and experience more
systematically.

Teacher attitudes towards inclusion influence the sustainability of such practices in schools
(Hammond & Ingalls, 2003; Wilkins & Nietfeld, 2004). Transitioning to inclusion requires
teachers, administrators, and specialized staff to develop the necessary attitudes and skills to
implement and sustain such practices (Frattura & Capper, 2006; McLeskey & Waldron, 2002;
Sari, 2007; Stanovich & Jordan, 2002). The term professional development has varied
definitions. Showers, Joyce, and Bennett (1987) stated that the purpose of professional
development is to increase levels of knowledge to sustain and support new practice until it
becomes embedded into the daily practice. The term professional development is referred to
as the cornerstone for reform (Fishman, Marx, Best, & Tal, 2003).

Traditionally, professional development is delivered through the sit and get approach
(McLeskey & Waldron, 2002). The sit and get professional development relies on an expert
in the field to model and disseminate various information to the audience (Desimone, 2009;
McLeskey & Waldron, 2002). Generally, it is a onetime in-service where participants listen
to the cutting edge information. This method for professional development relies solely on
the participants to take their new knowledge and implement the information individually
(McLeskey & Waldron, 2002). Professional development in the form of a onetime event may
not sustain or penetrate into the system. With the sit and get traditional approach to
professional development, teachers change their practices individually, causing a varied
approach that often does not have a ripple effect on the school structure itself.

1.1.4 Contextual perspective

The missionaries introduced formal education in Uganda. A formal education program was
the process of training and developing people in knowledge, skills, mind, and character in
structured and certified programmes. All the schools, Buildings and teachers belonged to the
various missionary founded institutions between the periods of 1890- 1925. Their main aim
was however, to make their converts literate. This would enable them to read and have
knowledge. Later on education was designed to help build the character of pupils and to
prepare them for a wider World in which they would live.

5
In 1952, the government begun to participate indirectly in Uganda's education with the
assistance of foundation Bodies. The colonial government had to address the problem of
establishment of schools in relation to religious supervision without discrimination. The
development of education was then set up, hence the missionaries initiated formal education,
and the Education Authority formed in 1943.

Some faith-based organizations (FBOs) are important actors in either managing or financing
(or both) secondary education activities (Ministry of gender labour and social development,
2011). Others have fully or partially been financing students’ secondary education (Uganda
secondary education improvement project, 2018). Also, community-based organizations
(CBOs) which are non-profit entities working at a local level to improve the lives of residents
in social fields and have often been involved in providing and/or funding educational services
at local level (Ministry of gender labour and social development, 2011).

These entities fund secondary education through school fees payment and /or other charges
especially in form of scholarships or bursaries (Alcott, Rose & Sabates, 2016). In some cases,
the educational support is in form of cash transfers to students or their families who then use
the funds to pay for tuition and/ or other education expenses (Gordon & Rose, 2018). While
the end education service is attained by students, the source of the funding is the donor
agency. In some other cases, the scholarship is transferred through the school (the producing
unit) before reaching the student (UNESCO-IIEP et al; 2016a).

There are number of church of Uganda founded schools in luweero districts i.e. Ndejje Senior
Secondary School, Luwero SS, Nalinya Lwantale girls secondary school and Ndejje
vocational secondary school. Currently Uganda is in transit of its education system and
among the measures it began with the national teacher policy which says at least every
teacher must hold a bachelor’s degree (Uganda national teacher policy, 2019). This shows
how necessary professional growth is. However, the government has not yet established
measures of how the teachers are to elevate themselves to the required level.

1.2 Problem statement

Effective professional development enables teachers to actively initiate and carry out research
in their own schools and classrooms (Cochran-Smith & Lytle, 1999). Teachers, like any
other professionals need managerial skills. These skills guide them in maintaining their
professional codes of conduct. Government of Uganda uses more effort to make education
free and accessible to all through provision of instructional materials and meeting most of the

6
subsidiary cost in the system with an intention of improving and increasing the participation
rate and performance of students in public secondary schools. The more emphasis put on
teacher development since they are the one who play great role in improvement of quality
education (MOE, 2012). But basing on MOE report (2008), teachers do not show
professional behavior by not preparing lesson plan, scheme of work and even evaluating
students’ activities. One wonders how they teach and their expectations as results of the effort
they use. Some of them do not attend their classes regularly.

Stallings (2008) argued that motivating teachers is proportional today’s technological society
undergoing fundamental changes. For head teachers who tend to motivates teachers are
considered as a cornerstone for the efficiency and effectiveness of implementing school goals
and hand some challenges faced by schools. Head teachers should pay a critical role in the
management of school effectiveness and efficiency. Their part is to influence teachers
towards achieving common goals by owning them since they are implementers of
government goals through teaching. So they need to be motivated to teach and engaged for
effective progress of quality of education. The researcher wishes to know if managerial skills
used by head teachers influence teachers’ professional growth in the area under study.

1.3 Purpose of the study

The general objective of this study will be to examine the relationship between head teachers’
managerial skills and professional growth of teaching staff in selected church of Uganda
secondary schools in Luweero diocese.

1.4 Objectives of the study

The study will be guided by the following specific objectives.

i. To examine managerial skills applied in Church of Uganda secondary schools in

Luweero Diocese
ii. To assess levels of professional growth of teacher’s in Church of Uganda secondary
schools in Luweero Diocese
iii. To determine the relationship between managerial skills and teachers’ professional
growth in Church of Uganda secondary schools in Luweero Diocese.

1.5 Research questions

7
 i. What are the managerial skills used in Church of Uganda secondary schools in
Luweero Diocese?
ii. To what levels is professional growth of teacher’s in Church of Uganda secondary
schools in Luweero Diocese?
iii. What are the relationships between managerial skills used by head teachers and
teachers’ professional growth in Church of Uganda secondary schools in Luweero
Diocese?

1.6 Scope of the study

The scope of the study will include conceptual scope, geographical scope and time scope.
These will provide the limits within which the study will operate.

1.6.1 Subject/ Content scope

The study will examine the school managerial skills and teachers’ professional growth. The
study will also assess the relationship between those skills and teachers’ teachers’
professional growth in Church of Uganda secondary schools in Luweero Diocese?

1.6.2 Geographical scope

The study will be conducted in Anglican church founded secondary schools in Luweero
diocese. Luweero is a cathedral of the Church of Uganda (Anglican) in Luweero, Central
Region, Uganda. It is the seat of the bishop of Luweero, currently Eridard Kironde Nsubuga.
Luweero diocese covers three districts namely Luweero, Nakaseke and Nakasongola.
However, the researcher will concentrate only on a few schools in Luweero district.

1.7.3. Time scope

In terms of time, this research will be carried out in 2018 and 2022 school year, this is the
time chosen because it can help to generate sufficient data required for the research study.

1.7 Significance of the study

The study findings are important to several stakeholders in different ways depending on the
interest of each stakeholder.

This study will be profitable to the researcher, academicians, as far as society is concerned,
this study will sharpen researcher knowledge in the domain of her area of specialization
which is management.

8
The study also will help the ministry of education at different levels. Where it will provide
the information showing how well teachers should be motivated and what appropriate
managerial skills should be used to improve teachers’ professional growth. Therefore, they
should plan for fresher courses for head teachers so as to get motivate teachers who will
contribute to the quality of education that the country wants to achieve. And even head
teachers will get information of their skills and how it influences teachers’ professional
growth.

Finally, the findings will be used to expand knowledge since it will provide new ideas. The
researchers will be aware of the current status school management and motivation of
teachers.

The findings of the study are likely to assist policy makers while reviewing and drafting
policies pertaining to school managerial skills as a guide for school managers, references for
further researchers and may assist school administrators to learn how to motivate teachers
through participative, directive, transformational and autocratic skills in an effort to attract
highly qualified and competent teacher who can effectively and efficiently deliver in order to
increase the quality of students’ academic performance in secondary schools

Recent literature on school reforms suggest that school heads play a critical role in the
success of strategies to improve teaching and learning. The knowledge they have of good
teaching and learning practices and leadership they provide to the school and community, and
the ongoing support they give to teachers are all elements important to implementing
successful school reforms that have the potential of enhancing teachers’ professional growth.

The study will aim at amplifying the imperative of management skills among head teachers
and the need for fast tracking advanced training programmes to enhance or sharpen
managerial skills in church of Uganda secondary schools in Luweero diocese for better
teachers’ professional growth.

9
 CHAPTER TWO

STUDY LITERATURE

2.1 Introduction

In this chapter, relevant literature to the study will be reviewed. Focus will be on the areas
that will provide insight into the relevance and significance of managerial skills necessary to
enhance a head teacher’s performance in a school situation. Areas of particular interest will
include; global perspective on managerial skills, impact of managerial skills, types of
managerial skills i.e. technical skills, human skills and conceptual skills. The facts generated
will form the conceptual framework to guide the research study.

2.2 Literature survey

Malunda (2012) conducted a study on influence of teacher professional development on

quality of pedagogical practices in public secondary schools in Uganda and specifically
examined the extent to which induction, coaching and training workshops explain variations
in quality of pedagogical practices. A cross-sectional survey design was used in which 76
head teachers and 934 teachers from 95 public secondary schools were selected using
multistage sampling. Descriptive and ordered logistic regression was used to analyze data
collected from teachers, while content analysis was used to analyze data collected using
lesson observations, document analysis, and interviews. The findings revealed that teacher
professional development significantly explains quality of pedagogical practices, and yet
institutionalized continuous professional development systems were lacking in these schools.
To enhance quality of pedagogical practices, the MoES should expedite the implementation
of the Secondary Teacher Development Management Systems programme meant to ensure
continuous professional development of teachers. The study was based on teachers’
professional development and quality of pedagogical practices while the current study will be
based on head teachers’ managerial skills and teachers’ professional growth.

Nabwire(2022) investigated the influence of professional development and teachers’

performance in primary schools in Tororo Municipality and was guided by objectives : To

10
find out the contribution of on - job professional development to teachers’ performance in
Primary schools in Tororo Municipality, the contribution of the off -job professional
development to performance of teachers in Primary schools in Tororo Municipality, the
contribution of career progression to teachers’ performance in Primary schools in Tororo
Municipality and to establish the relationship between professional development and teacher
performance in Primary schools in Tororo municipality. The study used a descriptive cross
sectional survey design to collect data from 165 respondents who included Head teachers and
teachers who were randomly and purposively selected. The study found that on-job
professional development, off –job professional development and career progression does not
significantly enhance teacher’s performance in the selected Primary schools in. It was thus
concluded that: on- job training does not significantly contribute to teacher’s performance,
off-job training does not significantly influence teacher’s performance and Career
progression does not significantly contribute to teacher’s performance in the selected Primary
schools in Tororo municipality and that there was no positive significant relationship between
professional development and teacher’s performance in selected Primary schools in Tororo
Municipality. The study was based on teachers’ professional development and teachers’
performance while the current study will be based on head teachers’ managerial skills and
teachers’ professional growth.

Dimba (2013) conducted a study on to establish the relationship between Managerial Skills
and Teachers’ adherence to Professional Code of Conduct among Primary Schools in Koboko
District Uganda. It was guided by four objectives these include; a) To determine the
demographic profile of the respondents with respect to teachers and Head teachers in terms
of: Marital status, age, educational qualification, position in the school and length of
experience b) To find out the level of managerial skills of a Head teacher among Primary
Schools in Koboko District Uganda. c) To investigate the level of Teacher’s adherence to
professional code of conduct among Primary Schools in Koboko District Uganda. D) To
establish the relationship between managerial skills and teachers’ adherence to professional
code of conduct among Primary Schools in Koboko District Uganda.

A descriptive correlational, cross-sectional and expost-facto design were used. Data analysis
was done using frequencies, percentages, means, and Pearson linear correlation coefficiency
(PLCC). The findings indicated that majority of respondents were male (over 52%), between
40-59 years of age over 44%, over (81%) were married, majority were bachelor’s degree
holders (over 54%) and over 52% were teachers and over 57% had spent 2-4 years in that

11
area. The level of managerial skills was good indicating that teachers are trained how to
manage their classes by technical skills, team building, human skills, conceptual skills,
diagnostic skills, delegation skills, decision making skills and conflict management skills
hence performing better. The level of teachers’ professional code of conduct was good also
and a conclusion was made that the teachers’ code of conduct suits their professional hence
creating a change in a society that differ from other professions. The null hypothesis of the
study is no significant relationship between the levels of managerial skills and teacher’s
professional code of conduct was rejected and the alternative was accepted~ A conclusion
was taken that increase in the level of managerial skills even teacher’s professional code of
conduct will improve at 95% level of significance.

2.3 Theoretical review

2.3.1 Herzberg’s two factors Theory

According to these theories, school managers should eliminate be attentive to all obstacles
that can leads to dissatisfaction of teachers so as they can provide real motivation but when
they are in adequate in that, teachers are not motivated with their work. (Drafke & Kossen,
1998). This theory is better for school managers because they are supposed to learn how they
should motivate their teachers and provides equal chance being decision makers and improve
personal progress, team spirit within working place. However, teachers should make more
interesting, challenging and so meaningful teaching task. These two theories have been
examined to their application to teachers’ motivation and found that teachers’ motivation is
affected by ether intrinsic or extrinsic factor. These theories are in line with findings by
Richard (2000) said that a good manager always look for better to his subordinates and
reaches their full potential by organizing training and other educational opportunities. For the
sake of contributing to the progress of institution, managers should have to know how to
involve his subordinates in decision making and problem solving. It is on these regard
teachers should be aware of things done within the school setting. In conclusion, school
managers should motivate their teachers by setting clear vision and objectives together with
teachers for common goals.

2.3.2 Human Capital theory

Education is usually compared to other natural resources as a factor of production. The

human capital theory was originally the work of Adam Smith in 1776 and later popularized
by T.W Schultz in the 1960s, (Kwesiga 2002). Schultz believed that education improved the

12
knowledge and hence the productivity of workers (Olaniyan and Okemakinde 2008). The
assumption is that those who are highly educated attract better remuneration therefore making
it a worthwhile investment. The theory’s assumption is that workers are paid based on their
productivity and that educated workers are more productive in comparison to the less
educated or the illiterate.

In Uganda, education has been equated to the key of life. Ugandan believe a good education
is a guarantee to a better future life. This future is viewed in terms of admission to a good
secondary school, then access to a prestigious course in a good college and then finally
formal employment. The type of secondary school is a determinant of future prospects. Most
parents have a preference for national schools or top performing secondary schools since this
determines the type of a career a student is likely to take in college and even has a bearing on
the type of college.

2.3.3 Path goal theory

Path goal theory as propounded by House (1968), a leadership theory that focuses on the
kinds of behavior leaders should exercise to allow their subordinates achieve personal and
organizational goals. Leaders can increase their subordinates’ motivation, satisfaction and
empowerment by administering rewards that depend on the achievement of particular goals
(Piccolo & Colquitt, 2006).

The Path-goal theory put forward the idea that an individual’s behavior is motivated by the
desire to satisfy needs, and is thus directed towards the accomplishment of certain goals. But
it is only in the last forty years that theories focusing on the path goal relationship have been
developed. Earlier studies concluded that workers who perceived productivity as the means
of attaining personal goals would have high productivity (Georgopoulos, Mahoney and Jones,
1957).

However, “path goal theory” was not completely developed until the work of Evans (1970)
and House (1971). The basis of the path goal theory is expectancy theory, which states that an
individuals’ behavior can be predicted from the degree to which behavior is seen to lead to
valued outcomes (DuBrin, 2013). The path goal theory emphasizes the relationship between
the management’ style, the behavior, capability and characteristics of the subordinates,
characteristics of the work context and the path to be taken to achieve the desired outcomes
(Zhang, 2013). This study will be based on the path goal theory since it emphasizes the
relationship between the Management style, the behavior, capability and characteristics of the

13
subordinates, characteristics of the work context and the means or path to be taken to achieve
the desired outcomes.

2.4 Literature review

This literature will be in line with research objectives

2.4.1 Head teachers’ managerial skills used secondary schools

Autocratic skills; According to Bass (2008), autocratic skills are the one acquired by
managers to command what subordinates should perform without any explanatory aimed to
reach organizational objectives because the manager has complete authority. The concern of
a manager is to decide what should be done without consulting his fellow workers or give
them an opportunity of providing their ideas, no matter the potential it should be from his
subordinates. In this context they further showed that in autocratic system, manager has all
power of commanding what is being done and subordinates have to obey all instructions
given by their manager without questioning and explanation for such instructions. Northouse
(2007) argued that autocratic management is a process commonly used by someone making a
decision for his fellows. Wallen (2008) defines autocratic as the coercive or authoritarian
management where the head teachers assign duties to staff without consulting them. Manager
has all authorities and hold over his subordinates’ views because he cannot consider their
contributions. Even though it is matter to organization progress, they cannot criticize the
manager’ way of doing things.

Northhouse (2010) indicates that autocratic manager is characterized by providing

understandable expectations for future progress how, and when should be done. This style of
management is always focused on commands given by manager to control his/ her
subordinates. Within this line manager is the one who take all decisions with little of none
input from the institution members.

Mbwiria (2010), autocratic management is best applicable to a situation of having little or no

time for the members to sit and make decision or when manager has most knowledge on
negotiable case among the group members. This style of management is good at situation
calls for quick decision and important action. In teaching environment this style is very useful
for new teachers. This implies if someone is new in a certain carrier he/she needs to be
guided to show what to be done, how and when. In this context head teachers’ role as far as
setting rules and regulations will therefore help those new teachers who are not accustomed

14
with the teaching environment. If it is not the case, new teachers will not feel at facility with
the work and this uncomfortable climate will definitely make them dissatisfied.

Participative skills; Omay and Kursad (2010), say that Participative skill involves consulting
the subordinates on proposed actions and decisions. Where a manager invite and supports
team work and look for common interest during decision making process through guiding
them how to perform proposed action. Here, subordinates address their experience and
suggestion if any to their manager. This kind of system requires open communication and a
managers’ honest concern for subordinates’ needs. Bernardes (2015), states that Participative
manager associates with increased follower productivity, satisfaction, involvement, and
commitment. The manager starts by asking all the team members what they would like to do,
then voting on the options.

Kyeyune (2008) sees managers as someone who helped the group to achieve their objectives
through applying his skills, knowledge and capacity, such kind of people tends to inspire
others to accomplish the institution goals.

For Niyibizi (2012), participative manager tends to focused on gaining the valuable insights,
skills and knowledge of subordinates through effective listening. This style of management is
always used to gain inputs, and encourage participation in institutional activities towards the
desired goals. Generally, the participative is the best skills to apply when an institution is
central point and should be collective information of the members to determine clear vision
of an organization. It is not for time of crisis when there is a needy of effective action.
Bernardes (2015) emphasized the importance of participation of employees in enhancing
their motivation. He indicated that, letting employees to have ownership and desire of
achieving common goals through making decision that are appropriate to the situation and
solve the problems through giving them full authority about their work makes them to
become more committed to implement what they set leads to achievements.

Normally, human beings do not like rules even if they are good and beneficial. People want
to participate in deciding what they will implement. People want to contribute their skills,
knowledge and talent to improve the organization. The head teacher is the director of school
and teachers are director of class room. Therefore, teachers should participate in decision
making process. if it is to get them own school objectives. According to Ministry of
Education of Rwanda (2008), teachers should be involved in the whole school life;
financially, pedagogical, and students’ discipline. If they participate in the whole school

15
activities, their motivation to school tends to increase since they know where school wish to
be tomorrow.

Directive skill; For Warren (2008), directive skill is concerned about directing, monitoring
and task- assignment aspects of management. The manager should be careful and use
directive style when followers are unable to perform given task but willing to carry out the
same task. The manager by directive style shows his fellow what they are supposed to do,
how and when to do the expected task.

Northhouse (2010), indicates that directive management is similar to goal-oriented describe

by warren. It characterizes the manager that gives his fellow orders that involves expectations
to them, how and when is the task to be done and set up the deadline for work completion.
The managers that use this style of management clarify the standards of performance and set
clear regulations and rules to be obeyed by all staffs. Directive style is good for institution
that has members who are not experienced to their work that needs guidance that helps them
to perform well as desired.

Transformational skills; Simola et al. (2012) described transformational skills as a methods

used to make a connection between interested managers and subordinates in an organization.
This is best way of motivating and inspiring subordinates. In this style of management,
managers tend to show some behavors of trust, respect, and make a link of connection among
members of the group. In this style manager set clear values and vision, tends to inspire team
work in order to reach up organizational goals. In this style manager treat subordinates
equally by focusing to the individual and group levels of understanding in order to improve
their full potential, increases their ability, skills, self-efficacy and esteem. (wang & howell,
2010) For Schermerhon (2011), transformational skill is similar to employee- oriented
described by warren. This involves a high level of visibility of the manager and effective
communication with their team.

According to Moolenaar et.al. (2010) transformational style of management is definitely

connected to school’ creativity and motivates teachers that leads them to perform more than
what the efforts they expected to use. The manager here seeks to inspire, not just motivate, by
setting a good example and getting to tailor his delivery to the experience, values and motives
of the team members. The manager seeks to have the team members engaged and proud of
their achievements as they go about working. It involves a great degree of coaching to
transform the team members. It seeks to touch the hearts, not just the minds of team

16
members. It is on this regard that, head teachers with transformational management would be
friendly, approachable to teachers and attempt to make work more pleasant. The school will
be like a family where all members feel at home when they at school.

Edwards (2012) defines transformational manager as managers who accepting all challenges
faced by subordinate and being role model for his subordinates, encourage to be punctual in
use of available resources effectively and efficiency where he is supposed to explain some
times the causes of challenges they faced with and motivate them to be strong for
unconditional stress. Manager explains his feels and reason why they should be aware of all
affaires of organization in the future and being committed to them. Even if the manager is a
role model in this style of management, he encourages his subordinates to put more effort to
achieve what they want for self-interest by expressing their new skills and capabilities of their
internal feelings since they are fully supported by manager. In school setting, head teachers
who use this kind of managerial skills are free and have respect to differences. Such behavior
of the head teacher may increase the motivation of the teachers because they work as friends.

With above managerial skills, some theories were developed to show how school
management can be effective and efficient. These theories are; Expectancy theory and
Herzberg’s two factor theory proposed by Drafke & Kossen (1998) and Steyn and Woolfolk
determinants of work place behavior and attitudes (2002). The expectancy theory was
developed to explain the way the manager work hand in hand with his subordinates to
achieve common goals that lead to the progress of an institution consequently all become
motivated by their results that are so productive. Managers should clarify the vision so that
the followers understand their mission and objectives through directing them since in any
school; there are new teachers who need to be oriented and guided in order to be familiar
with school activities, hence directive managerial skills are appropriate. In particular,
manager who set free his subordinates to take responsibility, create a spirit of problem
solving among group members and look at all possible ways of how to overcome those
challenges by use of school’ resources. In this style of management teachers
(transformational managerial skill) and teachers must have a chance of contributing in
decision making, practiced and individual progress, friendly relationship and team work spirit
with job improvement opportunity. However, teaching environment should be conducive to
every learner and facilitator because teaching task challenging itself and figure out
appropriate meaning of it.

17
Ever since, teachers have come with different skills which need to be used for the benefits of
the school and effectively utilize those skills; head teachers should work hand in hand with
teachers and display high confidence in teachers so as to help them achieve objectives even
beyond their expectations. (Drafke and Kossen, 1998)

Here, participative managerial skills are appropriate because in education system there are
some challenges which head teachers do not manage to overcome without any assistance
from teachers. It is to be emphasized that this management strategy increases teachers’
motivation at the high rate because they are involved in decision making. For effective usage
of those skills, head teachers should know how to set challenging goals and display high
confidence in teachers so as to help them achieve school goals beyond of expectation
(autocratic managerial skill is needed) that is why getting them involved in school
management should be helpful.

Time management skills; Saleemi, 2009, in Entrepreneurship Simplified, defines time

management as the controlling of time so that you concentrate your efforts on the things that
matter most. Although everybody has the same duration of time in a day, it is interesting to
note that some people use it productively while others waste it. For a school to effectively
carry out its programmes to a successful completion, time allocation has to be done. Time
management skills will enable the head teacher to set goals and to prioritize tasks and allocate
time according to the nature of the task. Saleemi, 2009, says that, goals should be written
down and that they should be important so as to motivate you. Time management skills will
also lead to the head teacher to prioritizing those tasks that must come first and those that
may have to wait. Though public schools have a similar timetable, each school decides which
lesson precedes the other to minimize time wastage. Time management skills will ensure the
timetable is learner friendly and takes into consideration all other aspects of the school
situation. At the beginning of the school term the head teacher needs to have a plan or a
calendar of activities for the term. This shows the activities that the school will engage in
throughout the term. These include; games and other co-curricular activities, tests and
examinations and meetings.

As a manager the head teacher has to identify those things that are time wasters within the
school situation and work out the remedies for them. Tasks should be set and reasonable time
to accomplish them allocated. To minimize interruptions from visitors a school should
control the visitors and the time of attending to issues that are not school based. Such visitors

18
should be attended to during break time and lunch time to reduce interference with teaching
time unless the case is an emergency. Students need quality time with their teachers for
performance in examinations to be improved. Cases of absenteeism among both teachers and
pupils should be checked. In instances of poor time management, some schools are forced to
organize either or both weekend and holiday tuition to cover the designated class syllabus.

Human Skills; Human skills involve the ability to work well with other people both
individually and in group. Because managers deal directly with people, this skill is crucial.
Managers with good human skills are able to get the best out of their people. They know how
to communicate, motivate, lead, and inspire enthusiasm and trust. These skills are equally
important low level (first line) management, middle level management and top level
management.

Having managers with a poor understanding of business finances is also damaging to firms.
Knowing how to handle cash flow is an integral part of running a business. Firms whose
business in seasonal such as resort communities in Koboko must have Teachers who know
how to teachers their cash flow. If they have ineffective managers, the increased revenues
made during peak seasons may not last long and make it impossible for the firm to operate
successfully in the off-seasons (Devon., 2012).

Teachers with poor communication skills are ineffective, Good student/teachers motivation
and morale depend largely on the communication skills of the Teachers. Also, sustaining
long-term relationships with customers and suppliers is nearly impossible to do if a school’s
Teachers have poor communication skills, Teachers that lack good interpersonal
communication skills negatively impact their company (Duck,2007). Clearly, poor Teachers
are damaging to Pupils/pupils and the school itself. Ineffective managers lack vision, an
adequate understanding of business finances, and good communication skills. By recognizing
if these characteristics are present in managers of their firms, companies can make the
necessary changes in order to prevent failure (Safran et at, 2003).

Technical skills; Technical skills include knowledge of and proficiency in certain specialized
field, such as engineering, computers, accounting, or manufacturing. These skills are more
important at lower level management since these managers are dealing directly with
employees doing the organizational work (Devon., 2012).

Technical skills cover expertise in a specific field, for example, finance, human resource,
public relations, accounting and marketing (Devon, 2012). Technical skills are required to

19
carry out specific tasks that fall within the purview of the job (Safran et at, 2003). Examples
include analyzing marketing statistics, writing and implementing computer programs,
completing financial statements, drafting designs for automobiles, writing legal documents,
and planning marketing strategies (Saunders et at, 2009). Managers whose technical skills are
not up to par with those they supervise will often find themselves disrespected (Duck, 2007).

Conceptual skills; Managers must also have conceptual skills, the ability to understand
varying degrees of complexity in specific situations, and reduce the complexity level by
acting promptly and efficiently. An example would be the recognition and understanding of
competitor changes in marketing strategy, and the counter strategy that needs to be designed
and implemented. Other aspects of conceptual skills include visualization of the relationship
of the organization to the industry, community, and political and economic scene (Wailer et
at, 2005). It also involves thinking in terms of relative emphasis and priorities of conflicting
objectives.

Conceptual skills are utilized in many areas of life, but often have to be developed in order to
be effective. Children begin learning how to think conceptually when their ideas, beliefs and
values are challenged, Adults utilize conceptual skills in business and professional life,
education and in their personal lives. Improving conceptual skills requires both education and
effort, as this is not a skill set that comes naturally to everyone (Duck., 2007).

Thinking conceptually requires that an individual can look at a picture as a whole rather than
just seeing parts of it. This is developed by thinking critically about a subject and analyzing
the ways that an action would affect the outcome. Planning for the future is a way to improve
conceptual skills in this area because it requires looking at how actions and goals will affect
the future, an individual need to be able to see the long-term possibilities of a situation to
improve his conceptual skills. Writing down goals is an effective way to begin the process of
planning for the future and, therefore, develop greater conceptual skills (Schmidt et al, 2000).
These skills are often used in areas of business management and professional life.

Interpersonal skill; Interpersonal skills are the life skills we use every day to communicate
and interact with other people, both individually and in groups. People who have worked on
developing strong interpersonal skills are usually more successful in both their professional
and personal lives (Schmidt et al. 2000)

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Employers often seek to hire staff with ‘strong interpersonal skills’ - they want people who
will work well in a team and be able to communicate effectively with colleagues, customers
and clients (Devon, 2012).

Interpersonal skills are not just important in the workplace, our personal and social lives can
also benefit from better interpersonal skills (Saunders et at, 2009). People with good
interpersonal skills are usually perceived as optimistic, calm, confident and charismatic -
qualities that are often endearing or appealing to others. Through awareness of how you
interact with others, and with practice, you can improve your interpersonal skills. Skills You
Need aims to help you learn and develop your interpersonal skills by providing an extensive
library of quality content.

Verbal communication; Effective verbal or spoken communication is dependent on a

number of factors and cannot be fully isolated from other important interpersonal skills such
as non-verbal communication, listening skills and clarification. Clarity of speech, remaining
calm and focused, being polite and following some basic rules of etiquette will all aid the
process of verbal communication (Devon., 2012).

In many interpersonal encounters, the first few minutes are extremely important as first
impressions have a significant impact on the success of further communication (Larrivee et
at, 2005). Everyone has expectations and norms as to how initial meetings should proceed
and people tend to behave according to these expectations. If these expectations are
mismatched, communication will not be effective or run smoothly, and some form of
negotiation will be needed if relations are to continue (Evertson et at, 2006).

At a first meeting, formalities and appropriate greetings are usually expected: such
formalities could include a handshake, an introduction to yourself, eye contact and discussion
around a neutral subject such as the weather or your journey may be useful. A friendly
disposition and smiling face are much more likely to encourage communication than a blank
face, inattention or disinterested reception (Devon, 2012).

Decision-Making Skills; Good leadership stems from an individual’s ability to make good
decisions. As a leader, a variety of factors that can affect a decision need to be considered.
Part of the decision-making process is the ability to make firm decisions. It also involves a
high level of skill in knowing when flexibility is needed to adapt to change, and making fast
adjustments depending on the situation. A manager who demonstrates a high level of
intelligent decision-making will create confidence in his leadership.

21
Diagnostic Skill; Ability to visualize most appropriate response to a situation. Teachers’
performance needs to be monitored in mutually accepted ways. Policies and procedures need
to be clear (Devon., 2012). Conferencing should be on a regular basis and not just when there
is a problem. Assessments and evaluations should not be merely all formality or viewed a
necessary paperwork to be done and filed away (Saunders et at, 2009). Individual and group
conferencing should be undertaken not only to monitor performance, but with the expectation
of ongoing professional development and support. There should be frequent encouragement
and clear criteria for ongoing goals both for the group and individual (Safran et at, 2003).
Good leadership comes from a place of strong knowledge and experience of the production
and process leading to results. If a leader does not possess all the expertise and knowledge
personally, then regular consultations with experts involved in the departments should be
held. This is important in order to maintain an accurate and informed overall picture of the
school (White, 2005).

Having weak, ineffective teachers in the workplace/school has many damaging effects on
Pupils and the firm as a whole. Companies with poor managers almost always perform below
expectations. What characteristics do ineffective teachers have in common? There’s three
main ones: lack of vision, inadequate understanding of school finance position, and poor
interpersonal communication skills. Having a lack of vision harms schools in a way in which
they cannot compete with others (Duck., 2007).

Observation and regular visits to the work environment are a priority and should be scheduled
into the calendar. Observing employees at work, the procedures, interaction and work flow is
foundational to implementing adjustments to improve results. To have credibility, a leader
needs to be seen and be known to be up to date with what is happening in the work place
(White, 2005).

Delegation skills; Delegation refers to the process or act whereby a leader or superior gives
part of his/her authority of making decisions to a subordinate. The principle of delegation is
that a manager makes subordinates responsible for work but remains accountable to his or her
own superior for making sure that the work is done. Appropriate decision-making authority
must be delegated alongside the delegated responsibility (Schmidt et at, 2000). Nevertheless,
when delegating authority, the superior must monitor performance and coordinate the efforts
of the delegated assistants. The physical and mental limitations to the workload of any
individual or group in authority. The need to free superiors so as to concentrate on aspects of

22
the work that only they are competent enough to do. The increasing size and complexity of
some organizations calls for managerial and technical specialization

Stoner (2003) states that managing, like all other practices whether medicine, music
composition, engineering, accountancy, or even baseball is an art; it is know-how. It is doing
things in the light of the realities of a situation. Yet managers can work better by using the
organized knowledge about management. It is this knowledge that constitutes science.
However, the science underlying managing is fairly crude and inexact. This is true because
the many variables with which managers deal are extremely complex. Nevertheless, such
management knowledge can certainly improve managerial practice. Managers who attempt to
manage without management science must put their trust to luck, intuition, or what they did
in the past. In managing, as in any other field, unless practitioners are to learn by trial and
error, there is no place they can turn for meaningful guidance other than the accumulated
knowledge underlying their practice; this accumulated knowledge is theory.

2.3.2 Levels of professional growth of teacher’s in secondary schools

There is a paucity of research on what constitutes effective and meaningful professional

development. Bull and Buechler (1997) and Desimone (2009) have outlined effective
professional development qualities. These qualities include: (a) be individualized and school
based, (b) utilizes coaching and other follow up procedures, (c) engages in collaboration, and
(d) embeds practices into the daily lives of teachers.

School based Professional Development. Effective professional development enables

teachers to actively initiate and carry out research in their own schools and classrooms
(Cochran-Smith & Lytle, 1999). According to Desimone (2009), the most powerful teacher
learning and application occur inside individual teacher’s classrooms through practice and
self-reflection. Ongoing site visits to support inclusive schools and classrooms can provide
teachers with a picture of inclusion (Roach, 1996). School based professional development
allows for specific problem solving sessions in which teachers are able to work together to
identify the needed resources and strategies to meet the needs of all the students in the
classroom (Roach, 1996). Problem solving sessions focus specifically on the needs of each
teacher and staff member and provide ongoing support and training.

Coaching and Follow-up Procedures. An essential element to professional development

involves observations, peer support, and ongoing feedback to empower teachers to have a
stronger belief and confidence in their teaching practices (Kennedy & Shiel, 2010). Peer

23
coaching is defined as the assistance of one teacher to another in the development and
furthering of teaching skills, strategies, and techniques (Denton & Hasbrouck, 2009; Kennedy
& Shiel, 2010; Miller, Harris, & Watanabe, 1991). Peer coaching provides a safe
environment for teachers to experiment with new strategies and skills and thoughtfully reflect
and refine their capabilities (Kohler, Good, Crilley, & Shearer, 2001). Informal observations
by a facilitator or coach allow teachers to collaborate and brainstorm ideas to strengthen their
ability to meet the diverse needs of all students (Kennedy & Shiel, 2010; Villa, et al., 1996;
2013). Tschannen-Moran and McMaster (2009) indicated that follow-up coaching
conversations enable teachers to process content and help highlight the teacher’s skill level
and implementation.

Collaborative Information. Implementing inclusion is an intensive process. Cooperative

planning is a component of professional development that allows for educators to meet
regularly, plan units, lessons, and differentiate and delineate roles and responsibilities
necessary to facilitate inclusion. According to Fullan (2007), teachers are the most effective
facilitators of change. Collaboration between general and special education teachers provides
the framework for changing the way we meet the needs of all students. According to Bauvens
and Hourcade (1996), consistent and collaborative planning occurs every week to every two
weeks. These frequent meetings lead to an open and collaborative atmosphere where teachers
can feel safe to share their concerns and brainstorm freely with their colleague which leads to
more successful practice (Kennedy & Shiel, 2010; Villa, et al., 1996).

Embedding Practices into the Daily Lives of Teachers. Successful inclusion does not happen
instantaneously. It is an educational process that requires ongoing questions, interrogating
personal assumptions, and genuine reflection. Cochran-Smith and Lytle (1999) stated that
collecting and analyzing data of daily life in schools is critical to professional development.
Data collection can take various forms from journaling to problem solving sessions with
colleagues; however, the importance of analyzing the data is to examine the change process
throughout the various stages of implementation.

According to Bull and Buechler (1997), teachers have reported that professional development
designed specifically to their needs in creating an inclusive classroom is most meaningful
because the strategies can be implemented immediately (Roach, 1995). This model is not
often utilized because it is a slow, time consuming process that is based upon the needs of
each individual school (Roach, 1995). Although the collaborative approach to professional

24
development requires more time and effort, it has an effective change in teacher practices and
student outcomes (Bull & Buechler, 1997; Kennedy & Shiel, 2010; Sprinthall et al., 1996).
There is a critical need for a collaborative approach to professional development.

Teacher attitudes towards inclusive practices have been studied and researched for the several
decades, yet the implementation of effective professional development has not been utilized.
Collaboration and co-teaching are a key component to professional development.

Collaboration and Co-Teaching; Collaboration and co-teaching blur the traditional

boundaries of general and special education (Friend, et al., 2010; Villa, Thousand, & Nevin,
2013). Although multiple barriers have been identified to inhibit collaboration, co-teaching is
a vehicle for creating inclusive schools (Villa, et. al., 2013). According to Friend, et al.
(2010), designing, implementing, and evaluating collaborative inclusive models preserve the
civil rights of all students including students with disabilities. The challenge for schools and
districts is to provide ongoing meaningful support to teachers in implementing a collaborative
teaching model. Friend, et al. (2010) found that professional development can lead to
successful and sustainable inclusion. As the field of special education continues to evolve and
include students with disabilities in general education, the demands and accountability for
student success has also increased. Effective collaboration among professionals may yield
positive changes in the deep structure, changes in teacher attitudes, as well as improvements
in the academic and social progress for all students (Villa, et. al., 1996).

According to Stover, Kissel, Haagm, and Shoniker (2011), for meaningful change to occur,
teachers must have a voice in their own learning. Furthermore, at the core of professional
development is a trusting relationship (Stover, et al., 20111). Coaching also needs to be
differentiated in order for the content to be relevant to the needs and interests of their
teachers. Every teacher brings to their classroom their own teaching style, experience and
knowledge. Consequently, a one size fits all approach to professional development is not
applicable to individual needs and learning nor does it lead to sustainable systemic change
(Stover, et al., 2011).

2.3.3 Relationship between managerial skills and teachers’ professional growth in

secondary schools

Discipline and Classroom Management; Discipline’s “most typical current meaning seems
to be most associated with the notion of bringing children into line” (Skiba & Peterson, 2003,
p. 66); how teachers accomplish that is often determined by their assumptions about how

25
children learn, grow, and develop (Saunders et al, 2009). Texts on classroom management
and discipline often suggest strategies that are organized into models that reflect
philosophical approaches that are commensurate with these assumptions. On the behavioristic
end of the continuum is the position that humans are by nature bad and greatly in need of
control, and on the humanistic end of the continuum is the position that humans are basically
good and need to be guided (Lisman et a4. 1996). Teacher beliefs and assumptions about
children fall somewhere along this continuum, and ultimately these philosophical
assumptions are likely to influence the discipline model or management practices that a
teacher chooses to employ. On the humanistic end of the continuum are democratic models
that see misbehavior as an opportunity to learn. On the behavioristic end of the continuum are
strategies that make use of punishment, coercion, and rewards. Thus, how a teacher manages
student behavior is impacted by his or her assumptions about children, the models he or she
adopts, and the strategies that are commensurate with these models (Bauman et aL,2006).

In-service teachers continue to learn about classroom management, but usually in far less
formal ways. Teachers may attend professional development workshops that deal with
management and behavior issues, or they may initiate learning on their own, seeking out
books and materials that offer insight and support for dealing with behavior and management
problems in the classroom. Teachers, however, are part of communities of practice (Wenger,
2002) where they often share knowledge with one another. Learning is situated in contexts,
and school is a context where adults as well as Pupils learn from one another. “Learning,
thinking, and knowing are relations among people in activity in, with, and arising from the
socially and culturally constructed world” (Lave & Wenger, 1991, p. 51). Thus, teachers’
beliefs, knowledge, ideas, and practices with regard to classroom management are affected by
the social context of the school and by teachers’ contact with one another (Saunders et at,
2009).

All teachers want to have positive interactions with Pupils in a classroom where Pupils are
motivated, engaged, and positive about learning, but not all teachers are able to create such an
environment. In fact, there is a line of research that developed a profile of the classroom
context that makes it virtually impossible to create the type of positive learning environment
just described. Mayer (2002) enumerated the variables that “appear to contribute to punitive
school environments that promote antisocial behavior” (p. 85).

26
Understanding the Learner; Teacher education Pupils are likely to come from backgrounds
that are very different than those of the youngsters they will be teaching. Rebecca Goldstein
(2004) challenges her readers to separate fact from fiction and to recognize the nuances when
answering the question: Who are our urban Pupils and what makes them so “different”?

In order to move beyond a simplistic answer to this complex question, Pupils need direct
experience in urban settings. Banks et at (2005) argue that teachers need to know “how to
inquire into the backgrounds of their Pupils so that they can connect what they learn to their
instructional decision making, in a sense becoming anthropologists who explicitly seek to
understand their Pupils’ cultural practices” (p. 243).

Cultural immersion experiences that ask Pupils to move outside of familiar territory have
proved to be effective ways to develop positive dispositions in Pupils (Hammerness, 2005).
Placements in non-school, community-based settings are likely to challenge initial beliefs
about urban children and their families if Pupils prepare for them by doing some reading in
advance and have an opportunity to talk about what they have learned. Obidah and Howard
(2005) argue convincingly that “Overall, teacher Pupils and beginning teachers know little
about the histories and cultures of varying groups in the United States and the discrimination
and disenfranchisement that they have encountered” (p. 252).

Teachers-Parents relationship; Family involvement is necessary for successful schooling.

When parents volunteer their time and attention, students achieve more and like school better.
Are you doing everything you can to build strong relationships with your students’ families?
You actively encourage classroom visits. If your school does not have parent visitation events
scheduled, create your own. You use parents as a resource. They can fill in the blanks about
your students and also offer expertise in areas that you are teaching. You prepare for parent-
teacher conferences ahead of time so that they are as comfortable and informative as possible.
You maintain communication with parents on a regular basis, even outside of special events
like conferences and visitation days. You keep parents updated on happenings in the
classroom and make yourself available for parent questions.

Student-Teacher Relationships; Improving students’ relationships with teachers has

important, positive and long-lasting implications for students’ academic and social
development. Solely improving students’ relationships with their teachers will not produce
gains in achievement. However, those students who have close, positive and supportive
relationships with their teachers will attain higher levels of achievement than those students

27
with more conflictual relationships. If a student feels a personal connection to a teacher,
experiences frequent communication with a teacher, and receives more guidance and praise
than criticism from the teacher, then the student is likely to become more trustful of that
teacher, show more engagement in the academic content presented, display better classroom
behavior, and achieve at higher levels academically. Positive teacher-student relationships
draw students into the process of learning and promote their desire to learn.

Teachers who foster positive relationships with their students create classroom environments
more conducive to learning and meet students’ developmental, emotional and academic
needs. Here are some concrete examples of closeness between a teacher and a student: 1) A
seven-year-old girl who is experiencing divorce at home goes to her former first grade
teacher in the mornings for a hug of encouragement, even though she is now in the second
grade; 2) A fourth grade boy who is struggling in math shows comfort in admitting to his
teacher that he needs help with multiplying and dividing fractions; 3) A middle school girl
experiences bullying from other students and approaches her social studies teacher to discuss
it because she trusts that the teacher will listen and help without making her feel socially
inept.

Teachers who experience close relationships with students reported that their students were
less likely to avoid school, appeared more self-directed, more cooperative, and more engaged
in learning (Birch & Ladd, 1997; Klem & Connell, 2004). Students reported liking school
more and experiencing less loneliness if they had a close relationship with their teachers.
Students with better teacher-student relationships also showed better performance on
measures of academic performance and school readiness (Birch & Ladd, 1997). Teachers
who use more learner-centered practices that is to say practices that show sensitivity to
individual differences among students, include students in the decision-making, and
acknowledge students’ developmental, personal and relational needs produced greater
motivation in their students than those who used fewer of such practices (Daniels & Perry,
2003).

The quality of early teacher-student relationships has a long-lasting impact, Specifically,

students who had more conflict with their teachers or showed more dependency toward their
teachers in kindergarten also had lower academic achievement and more behavioral problems
for example poorer work habits, more discipline problems through the eighth grade. These
findings were evident even after taking into consideration (statistically) the extent to which

28
students behavior problems related to problematic teacher-child relationships. These findings
were greater for boys than for girls (Hamre & Pianta, 2001)

2.5 Conceptual framework

Conceptual framework is a diagrammatic representation of concepts of variables that shows

the interconnections between the independent, intervening and dependent variables.
Conceptual framework is a hypothesized model used to identify the concepts of variables
understudy and showing their relationships. Its purpose in this study is to help the reader to
quickly see the relationship between head teachers’ management skills and teachers’
professional growth

Figure 2.1 Conceptual framework

Independent variables Dependent variables

Head teachers’ management skills Teachers’ professional growth

 Effective communication
 Participative managerial skills  Lesson planning
 Directive managerial skills  Integrity
 Autocratic managerial skills  Care and lesson coverage
 Transformational managerial  Improved teaching behaviour
skills

 Educational policy
 Level of students’ performance
 Level of students’ discipline
 Environmental factor

Source; Modified by the researcher, 2023

The framework in Fig 2.1 presents the independent variable which is conceptualized into four
elements that constitute school managerial skills, namely; autocratic, participative, directive,
and transformational and dependent variable which is teachers’ professional growth. Head
teachers spend more time with teachers monitoring, directing, guiding and even evaluating

29
school performance are in good position to improve their professional growth. Thus, head
teachers’ managerial skills therefore affect school staff more especially their professional
growth to work and working relation with one another. These are moderated by educational
policy, level of students’ performance, level of students’ discipline and environmental
factors.

CHAPTER THREE: RESEARCH METHODOLOGY

3.0 Introduction

What is embedded in this chapter includes the research design, research population, sample
size, sampling procedure, validity and reliability of the research instruments, the research
instruments and data gathering procedures that will be used in this study.

3.1 Research design

Research design defined as a plan that indicates the source of information that related to the
research problems (Morgan et al., 2013). The purpose of the study as stated before, will be to
determine the relationship between the head teachers’ managerial skills and teachers’
professional growth in Church of Uganda secondary schools in Luweero Diocese. With
reference to the purpose, this will be a quantitative research which will employ a descriptive
design. The qualitative research method will be used to determine the relationship between
two variables. This study will use a descriptive correlation design because researcher will
wish to look for the relationship between dependent and independent variables (Cohen,
2000).

3.2 Research population

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The target population in the study will be head teachers, education officers from the ministry
of education and teachers. Head teachers will be from Church of Uganda secondary schools
in Luweero Diocese. Officers from the ministry of education and teachers were Church of
Uganda secondary schools in Luweero Diocese. In the data collection exercise 5 head
teachers, 4 education officers and 66 teachers were selected as respondents making to total
number of respondents to be 75.

3.3 Sample Size

Sample size defined as a total number of units chosen from which data were gathered
(Colosimo, 2008). the sample size of 63 respondents will be chosen for this study by using
Morgan’s and Kreijcie (1970) sample size table of determination of activity of research as
quoted by Fosgate (2009) as appendex(v) show at the back of the book. Simple random
sampling will be employed to select 54 teachers and stratum for head teachers from five
selected secondary schools in the district. Among five selected schools, sum of 22 teachers
were randomly sampled form each school among four selected schools and 25 teachers from
another school among the five selected in the study

Table 1: Determination of Sample Size

Category Pop Sample Sampling method Instrument

n size
Teachers 66 54 snowball sampling Interview guide
Head teachers 5 5 Purposive sampling questionnaire
Education officers 4 4 Purposive sampling questionnaire
Total 75 63
Source: Primary data modified according to the Table of determining sample size from a
given population developed by Krejcie, R.V. and Morgan, D. W. (1970).

3.4 Sampling techniques

The researcher in this study, will use the simple random sampling techniques. According to
Dillman (2009), a simple random technique is the process of selecting from the entire units
that generate the desired size and giving equal chance of being selected. This technique will
be used to determine respondents from selected schools to arrive at the sample size of the
study where every member of population had an opportunity of selected from the sample. It is
on this regard pieces of paper will be written by researcher aided by others and put an
envelope which will be empty for teachers pick randomly. The sums of 63 respondents will

31
be targeted as a sample size of the study. (Constituting 54 teachers, 4 education officers and 5
head teachers).

3.5 Data collection methods

Two kinds of data will be collected for this study that is, primary data and secondary data.
Primary data that is data fresh from the field (Oppenheim, 1996) will be collected through
survey/questionnaire and interview methods. Review of documents on head teachers’
management skills and teachers’ professional growth will be done to collect secondary data
that is data obtained from already done research and publications (Oppenheim, 1996).

3.5.1 Questionnaire Survey

According to Babbie& Mouton (2001) a questionnaire is a set of written questions or

statements to which the research subjects are to respond in order to provide data which are
relevant to a research topic. The questionnaire will be administered to respondents who
confined in one location. This is the best method of collecting data from respondents since
they can read and understand and conceptualized ideas. The questionnaires will be structured
with close ended questions and open ended questions. It will be formulated from the
objectives. The study will use questionnaires because of the nature of the data which seeks
for feelings and perceptions of respondents given the time available and the objective of the
study. Questionnaires will be used to avoid subjectivity that results from close contact
between the researcher and the respondents. The questionnaire will be preferred because it
collects a lot of information over a short time and less expensive. This data collection method
will be used in obtaining data concerning the culture and its influence on the education of
children with disabilities.

3.5.2 Interviews

This will be used to clarify the data collected from questionnaires. It will also be used in
order to add more information which has not been got from questionnaires and
documentaries. The advantage of using interview allowed on spot explanations, adjustments
and variation can be introduced during data collection process and through respondent’s
incidental comments, use of facial and body expressions, tone of voice, gestures, feelings and
attitudes (Amin, 2005). And the study will adopt this method because it gives opportunities to
probe further in-depth information especially where the questions which will not be all
understood. It helps in capturing verbal and non-verbal questions, it Keep focus during data

32
collection, the interviewer is the one that has control over the interview and can keep the
interviewee focused and on track to completion It captures emotions and behaviors which
may not able to capture verbally.

3.6 Data collection instruments

The researcher will use both quantitative and qualitative approaches to collect data. These
approaches will be employed as they allow the researcher to examine and observe the
subjects by asking orally or in writing the concerned subjects. All questions in the
instruments will be designed with reference to the five objectives of the study.

3.6.1Questionnaire

This will be the main instrument of data collection. The questionnaire has the advantages of
confidentiality, saves on time and allows information to be collected from a large sample and
from diverse regions (Kombo and Tromp, 2007). The questionnaire will be divided into
specific sections that adequately captured all the study variables as presented in the
conceptual framework. It will be consisted of both open ended and closed ended questions.
This will be administered to the head teachers and teachers of selected secondary schools in
Luweero diocese. The researcher will employ the drop and pick method when administering
the questionnaire. The technique will be adopted because it will be good for measuring
attitudes and eliciting other content from research participants and that the instrument will be
relatively inexpensive

3.7.2 Interview Schedule

Qualitative Interview schedule will be administered by the researcher with the main target
being District education officers and head teachers. This method is time saving as
respondents answer what has been asked by the researcher, is reliable since the questions are
similar and is also comprehensive and systematic since the questions are formulated before
the interview, (Kombo and Tromp, 2007). The interview schedule will allow probing and
posing of follow-up questions and provided information about respondents’ internal
meanings and ways of thinking about the study constructs. The responses and observation
from interview schedules will be recorded by hand written notes using key words and
phrases. Detailed notes from interviewees will be written by the researcher for easy
compilation and coding with other study results. A copy of the interview schedule is in
Appendix.

33
3.8 Data collection procedures

This being academic research, the researcher will look for a supportive letter explaining the
objectives of the research signed by the Dean of School of education, Nkumba University
before distributing the self-administered questionnaires and interview guide to the
respondents. Respondents will be asked to present their data confidentially and anonymously.
The process of collecting data from the field involves two activities mainly collection of data
and presenting data. Data will be collected by the researcher using questionnaires and
interviews. Questionnaires will be preferred by the researcher because they are inexpensive to
administer, they allow respondents to fill them at their own convenience, and solicit
information from several respondents within a very short time (Gupta, Proctor, 2007). Thus,
the researcher will use questionnaires, focused group discussion, interviews and documentary
checklist in collecting respondents’ opinions.

3.9 Data processing

The variables of the study in the questionnaire will be measured on a five likert scale. The
choice of this measurement is based on the premise that each point on the scale carries
numerical score which will be used to measure the opinion of respondents on culture and its
influence on education of children with disabilities and it is the most frequently used
summated scale in the study of business and social experience.

3.10 Data analysis

Descriptive analysis will be employed to analyze the data for coming up with appropriate
research results in order to give sufficient conclusion and recommendations to educational
stakeholders. These will be done as follows: First, the data collected from questionnaires will
be edited for identified errors from completed questionnaires, sort out and eliminated.
Second, data will be coded. Coding involves the examination of the data to look for
categories that emerge from the data. The researcher will classify responses into their
respective categories.

The responses will be coded and categorized according to the research objectives. And then
regression analysis will be employed to analyze data by use of Tables, percentages and
frequency to present data. And appropriate Conclusion and recommendation will be made
according to the findings.

3.11 Data quality

34
The validity and reliability of the research instruments are important considerations when
conducting research. Hopkins (2000) defines validity as how well a variable measure what it
is supposed to measure; while reliability tells one how reproducible measure are in a retest.
(Edwards and Talbot, 2004) suggest that the validity of information is based on the extent to
which the methods measure what they are expected to.

3.11.1 Validity of data collection instruments

Validity is concerned with truthfulness or authenticity of a given measure. It therefore refers

to the degree to which an instrument, a test or method measures what it is meant to measure.
It is also said to be that extend to which certain inferences can be made from the test scores or
other measurement, (Mehrens and Lehman 1987). The research instruments will be checked
for content validity. Content validity determines the extent to which the contents of a data
collection tool are adequate in collecting the required data. It also checks the format of the
instrument. The data collection tools will be subjected to an evaluation by research experts
from two lecturers in the department of secondary education. The evaluation reports from the
experts will inform the refinement of the data collection tools to enhance content validity.
The researcher will have the questionnaire framed in simple straight forward language to
avoid ambiguous answers.

3.11.2 Reliability of the research instruments

Reliability can be looked at as the ability of a test, an instrument or a method to give similar
results when used by different researchers or when applied over a range of issues and
settings. Mehrens and Lehman, (1987) define reliability as the degree of consistency between
two measures of the same thing. The term consistency implies similar or same results of
repeated measures. On another note, reliability can be seen as the measure of how stable,
dependable, trustworthy, and consistent a test is in measuring the same thing each time
(Worthen et al., 1993). These definitions imply that for a researcher to make authentic
conclusions over a research, the reliability of the research instruments has to be tested.

The researcher will use Split-half reliability to test the research instruments. Split-half
reliability is where a test is given and divided into halves and are scored separately, then the
score of one half are compared to the score of the other to test reliability (Kaplan and

35
Saccuzzo, 2001). This measure is useful when it is impractical or undesirable to assess
reliability may be due to time or financial constraints (Cohen and Swerdlik, 2001).

3.12 Ethical Considerations

The researcher, using introductory letter from the school of education seeks consent from
head teachers and the respondents of sampled schools and further will ensure that all the
respondents will be assured of confidentiality and anonymity of data collected and data
collection process. The head teachers will be requested to seek consent of participation of the
learners on behalf of their parents in the presence of the researcher. The participants will be
informed that all information given will only be used for the purpose of the research and only
privy to the researcher. Further, they will be informed that any data collected and unused will
be destroyed. Code names will be used to conceal information of sources and for
confidentiality. All questionnaires will be placed under lock and after analyzing them they
will be burned.

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 APPENDICIES

APPENDIX I: QUESTIONNAIRES TO TEACHERS AND HEADTEACHERS

Dear Respondent:

43
My name is Bakomereza Anne Kakooza. I am a Master degree of education management and
planning student at Nkumba University. In partial fulfillment of the requirements of this
course, I am conducting my academic research entitled “Relationship between head teachers’
managerial skills and professional growth of teaching staff in selected church of Uganda
secondary schools in Luweero diocese as the case study. The University has permitted me to
carry out this research and I will treat your opinions with confidentiality.
Section A: Background Information

Part A: personal data

Kindly, select by ticking (√) on appropriate box.

1)Gender:

Female Male

2) Age:

18-25 26-35 36-45 46-55 56-65 above 66

3) Kindly indicate your highest academic/professional qualification.

Diploma Bachelor Degree Master’s Degree For other, specify

4) Indicate your working experience in years

1-10 yrs 11-15yrs 16-20yrs 21yrs and above

5) School type

USE Non-USE

For sections B, C, D and E use the scale/ranking below to tick in the box that
corresponds with number that best indicates your opinion on the statement or question.

1- Strongly Disagree; 2-Disagree; 3-Neutral; 4-Agree; and 5-Strongly Agree

SECTION B: Managerial skills applied in secondary schools

No. Item 1 2 3 4 5
1. Teachers efficiently use the various software programs that are
required in classroom environment
2. Teachers lead by example and demonstrate commitment to show

44
 what they can do
3. I spend considerable time interacting with people both inside and
outside the organization
4. I can bargain, directing, leading, motivating, and handle conflict
resolution
5. I have the ability to organize information to better understand and
take a broad and farsighted view of the school
6. I can diagnose and analyze a problem in the school by studying in
symptoms and then developing a solution
7. I develop a team that can cope without me, letting me take time off
without worrying that it will all collapse when I am not there

SECTION C: Levels of professional growth of teacher’s in secondary schools

No. Item 1 2 3 4 5
1. Coaching of teachers by senior colleagues is institutionalized in this
school
2. I usually make lesson plans with fellow teachers
3. I share classroom experiences with my colleagues
4. The school administration encourages team teaching
5. Schools regularly organize training workshops on teaching
practices
6. Ministry of education regularly organizes teacher training
workshops
7. My school usually organizes induction workshops for new teachers

SECTION D: Relationship between managerial skills and teachers’ professional growth

in secondary schools
No. Item 1 2 3 4 5
1. I have social skills such as persistence on task, complying with
requests, paying attention, negotiating differences, handling
criticism and teasing
2. I arrange a comfortable environment conducive to the purpose of
the communication
3. I keep an open mind and concentrate on the main direction of the
student’s message
4. I identify expectations for student behavior and communicate those
expectations to students periodically
5. I try not to let prejudices associated with, for example, gender,
ethnicity, social class, appearance or dress interfere with what is
being said
6. I Use of materials and equipment such as the pencil sharpener,
storage areas, supplies, and special equipment
SECTION E: Teachers’ responses on Teacher Professional growth in Secondary
Schools
No. Item 1 2 3 4 5

45
 1. My school usually organizes induction workshops for new teachers
2. My school usually assigns mentors to new teachers
3. Mentoring of teachers is a formal arrangement in my school
4. Schools regularly organize training workshops on teaching
practices
5. Ministry of education regularly organizes teacher training
workshops
6. My school sponsors teachers for further education
Thanks for your participation

46
APPENDIX II: INTERVIEW GUIDE FOR DISTRICT EDUCATION OFFICER

1) How are teachers identified for promotion to be head teachers?

2) Do you have head teachers who perform better than others?
3) If yes in (2) above, is there any explanation for the difference in performance?
4) Do you think the level of education and the professional qualification of a head
teacher affect teacher’s professional growth in secondary schools?
5) Does the leadership style of a head teacher influence teacher’s professional growth in
secondary schools?
6) Does the nature of infrastructure of a school have teacher’s professional growth in
secondary schools?
7) Do you feel there is need for training in managerial skills for improved teacher’s
professional growth in secondary schools?
8) What managerial skills would you suggest are necessary to improve head teachers’
teacher’s professional growth in secondary schools?

47
 APPENDIX III; INTERVIEW GUIDE FOR THE HEAD TEACHERS

1. Do head teachers play a role in influencing teacher’s professional growth in secondary

schools?
2. Are there head teachers who perform better than others?
3. If yes in (2) above, is there any explanation for the difference in performance?
4. Do you think the level of education and the professional qualification of a head
teacher affect teacher’s professional growth in secondary schools?
5. Does the nature of infrastructure have impact on teacher’s professional growth in
secondary schools?
6. Do you feel there is need for training in managerial skills for improved teacher’s
professional growth in secondary schools?
7. What managerial skills would you suggest are necessary to improve head teachers’
teacher’s professional growth in secondary schools?

48