Head Teachers’ Leadership Practices and Financial Performance in Church of Uganda Secondary Schools

Abstract

This study investigated the influence of Head Teachers’ leadership practices and financial performance in Church of Uganda founded secondary schools (CFSs) within Namirembe Diocese. The methodology used was an Exploratory Sequential Design employing both quantitative and qualitative approaches. This research employed an Exploratory Sequential design utilizing a qualitative and quantitative descriptive approach. The data was from eight out of twenty-three CFSs in the Diocese. This included schools categorized as Government Aided (GA), USE, and Private. Respondents were staff, management, teachers, alumni and students. Data was collected through self-administered questionnaires with a sample of 311 respondents. Seventeen participants were informants and in-depth respondents. The study evaluated the extent to which Head Teachers in CFSs have engaged using a Likert Scale (1 is Strongly Disagree and 5 is Strongly agree). The findings reveal varying levels of positive significant relationships between visionary and team leadership practices and financial performance in secondary schools. However, for values and stakeholder engagement, it was established that this relationship is not significant. It is recommended that schools should emphasize developing and implementing clear leadership models that fosters all practices. Further, the study proposes a Stakeholder Retention Model that modifies Stakeholder Theory to look at 20% profit retention as both an economic benefit and value addition to the Church as a Foundation Body. Continuous professional development for head teachers and school leaders focusing on effective leadership practices will positively impact financial performance. By implementing these recommendations, schools can improve their financial performance through effective leadership practices.