Browsing by Author "David Sengendo"

Filter results by typing the first few letters
Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Headteachers' Transformational Leadership and Its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda
    (East African Nature & Science Organization, 2024) David Sengendo; Wilson Eduan
    Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools.
  • Thumbnail Image
    Item
    Transformational Leadership and Academic Performance of Secondary Schools in Uganda
    (Uganda Christian University., 2023-10-18) David Sengendo
    The aim of this thesis was to examine how a leadership style adopted by headteachers influences academic performance in secondary schools. Specifically, the study investigated the influence of transformational leadership attributes on academic performance in public and private secondary schools. Using a positivist research paradigm, the study employed a survey design with a quantitative research method. Data was collected from 312 private and public secondary schools in the central region of Uganda using a MLQ questionnaire. Data analysed using descriptive and inferential statistics with the aid of the SPSS software. Multiple linear regression was conducted to examine how transformational leadership traits influence UCE and UACE academic performance in secondary schools. The findings of the study demonstrated that transformational leadership attributes of headteachers significantly influence academic performance of schools both at UCE and UACE Level. Idealized influence and behavior significantly influenced academic performance at UCE (β=0.191, P=0.019) while at UACE, Idealized influence and behavior (β=0.124, P=0.016) influenced school academic performance in public secondary schools. In Private schools performance at UCE was influenced by Idealized influence and behavior (β=-0.140, P=0.024) and Inspirational motivation (β=0.154, P=0.025) while UACE, performance was influenced by both Idealized influence and behavior (β=-0.144, P=0.010) and Intellectual stimulation (β=0.129, P=0.022). Therefore, headteachers’ transformational leadership attributes play a crucial role in determining academic performance in secondary schools at UCE and UACE whether private or public secondary schools. The study recommends that head teachers embrace and adopt transformational leadership attributes to enhance academic performance in schools.