HEAD TEACHERS’ HUMAN RELATION COMPETENCE AND PERFORMANCE OF TEACHERS IN SELECTED PUBLIC PRIMARY SCHOOLS IN SOUTHERN DIVISION, JINJA CITY

Abstract

This study looked at how head teachers’ people skills affect the work of teachers in public primary schools in Jinja City’s Southern Division, Uganda. A head teacher’s ability to build good relationships strongly influences how well teachers perform. Teacher performance in Uganda is often seen through student results in national exams, lesson preparation and delivery, regular attendance, and completing the syllabus on time. The research aimed to find out which interpersonal skills matter most, how they improve teacher performance, and what challenges head teachers face when trying to motivate their staff. A total of 108 participants were involved, including head teachers, their deputies, directors of studies, and classroom teachers. Data was collected using interviews and group discussions, then carefully analyzed. The results showed that when head teachers are good at managing, motivating, and supporting their teachers, performance improves. Teachers were able to cover the syllabus on time when resources were provided, and encouragement made them more committed, leading to better student results. Good communication also built teamwork, which helped schools achieve curriculum goals. However, the study also found challenges such as lack of funds, weak management systems, poor cooperation with stakeholders, and limited decision-making power for head teachers. These issues made it hard for them to fully support and motivate their staff. The study concluded that strong interpersonal skills among head teachers play a key role in improving teacher performance. It recommended that the Ministry of Education and Sports introduce training programs to strengthen head teachers’ management and relationship building skills. The study also suggested more research to look at other factors that may affect teacher motivation and school success.