Headteachers Decision Making Strategies and Teacher Job Performance in Selected Secondary Schools in Bulambuli District

Abstract

Education promotes human capital development and behavior change, a core aims of SDG 4, which emphasizes inclusive, quality education for all. This study explored how headteachers' decision-making strategies affect teacher job performance in Bulambuli District secondary schools. Objectives included assessing the influence of analytical, command, and collaborative (participatory) decision-making strategies on teacher performance. Using stratified random sampling and Krejcie and Morgan’s sample size table, 97 respondents (85 teachers, 6 Directors of Studies, and 6 headteachers) from six schools were selected. Data were collected through questionnaires and interviews, and analyzed in SPSS version 20 using descriptive statistics, linear regression, and multiple regression to examine the effects of each decision-making strategy. Results showed that analytical decision-making significantly enhances teacher performance (R² =0.846, β =.920, p<0.05). Similarly, command decision-making showed a strong positive impact (R² = 0.900, β =.948, p<0.05), as did collaborative decision-making (R²=0.812, β =.901, p<0.05). Interview data, organized by key study themes, provided qualitative insights, with narrative findings supporting quantitative data through triangulation to enhance validity. The study recommended that school leaders base decisions on data, fostering ownership and communication among staff. Encouraging collaborative decision-making, alongside evidence-based strategies, is advised to strengthen inclusion and build a supportive teaching environment for continuous improvement.