Browsing by Author "Bugwata, Robert"

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    Transformational leadership influence on teacher adaptability, innovation and collaboration in primary schools in eastern Uganda
    (Uganda Christian University, 2026-09-15) Bugwata, Robert
    This study examined the influence of headteachers’ transformational leadership on teacher adaptability, innovation, and collaboration in primary schools in Eastern Uganda. Specifically, it sought to; (i) investigate its influence on teachers’ adaptability, (ii) examine its influence on teachers’ innovation, (iii) and to analyze its influence on teachers’ collaboration. The study was underpinned by Transformational Leadership theory and Adaptive Performance theory. The study adopted a post-positivist quantitative correlational design. Data were collected from 704 teachers in rural and urban schools in Eastern Uganda using validated instruments, including the Multifactor Leadership Questionnaire, Adaptability Scale-Domain Specific Questionnaire, the OECD Innovation Survey and the Teacher Collaboration Assessment Survey. Reliability analysis yielded Cronbach’s alpha values above 0.90 for all constructs Methods of analysis included Spearman correlation analysis, quantile regression analysis, multiple linear regression analysis and standardized beta coefficient analysis. Findings revealed that headteachers, in general showed high rates at transformational leadership especially on vision setting, ethical behavior, and intellectual stimulation. The non-parametric analyses showed that transformational leadership and teacher adaptability are strongly and significantly positively correlated (Spearman 0.699, p < 0.001) with leadership accounting 58.6 percent of the variance in teacher adaptability (Pseudo R2 = 0.586). Transformational leadership had a high predictive validity of teacher innovation (ρ = 0.586, p <.001; Pseudo R2 = 0.030) but the magnitude of the effect was low. Transformational leadership was not a significant predictor of teacher collaboration (β = -0.007, p = 0.291), but there was a weak yet significant bivariate relationship (ρ = 0.184, p < 0.001); organizational conditions, such as school culture, professional development and policy support, came out as the most significant predictors of collaborative practice. Overall, the results highlight transformational leadership as an important factor that contributes to adaptability and innovation among teachers, whereas structured collaborative practices become one of the primary outcomes in which primary school teachers enhance adaptability. The study contributes theoretically by integrating transformational leadership and adaptive performance frameworks into a contextualized model; the Transformational leadership–Teacher Adaptability, Innovation and Collaboration (TTAIC) Model of school leadership—that illustrates pathways from leadership behaviors to teacher and school outcomes. Practically, it underscores the importance of leadership development programs that emphasize emotional intelligence, mentoring, and intellectual stimulation, alongside systemic reforms that decentralize decision-making and strengthen resource allocation for innovation. Future research should adopt longitudinal and cross-national designs to test the scalability of the TTAIC model of school leadership and its potential impact on learner outcomes.