Headteachers’ Planning Strategies and Staff Academic Development in Selected Government Secondary Schools in Manafwa District, Uganda

Abstract

This study looked at head teacher`s planning strategies and staff academic development in selected government secondary schools in Manafwa District. This was due to change of policy for every teacher in Uganda to hold a bachelor’s degree, yet many teachers where diploma holders (National Teacher Policy 2018). This was guided by the following objectives;To examine the effect off priority setting on staff academic development in selected government secondary schools in Manafwa District. To assess the effect of resource allocation on staff academic development in selected government secondary schools in Manafwa District. To establish the effect of communication strategies on staff academic development in selected government secondary schools in Manafwa District. A descriptive design was employed alongside purposive and simple random sampling in which 72 respondents were used. Both qualitative and quantitative methods of data collection were used; including individual interviews and questionnaires. The findings revealed varied perception as regards resource allocation for professional development. On communication strategies towards staff academic development, the findings revealed mixed perception among staff as regards its effectiveness. Basing on the research findings, the researcher wishes to make the following recommendations aimed at improving head teachers` planning strategies and staff academic development in government secondary schools in Manafwa District. Head teachers should implement regular needs assessment to understand specific priorities and requirements of staff members regarding professional development. District local government to offer training and development opportunities for head teachers and staff members to enhance their communication skills. More resources to be channeled to teachers` academic development through offering them scholarships and improving on E- learning strategy to staff. New education policies to be communicated to teachers early enough, and in their budgets, head teachers should put staff development as a priority.