HEAD TEACHER-PUBLIC RELATION STRATEGIES AND TEACHER PERFORMANCE IN SECONDARY SCHOOLS IN MOROTO DISTRICT

Abstract

The study examined Head Teachers’ Public Relations Strategies and Teacher Performance in Secondary Schools in Moroto District. It was guided by three objectives: to investigate the effect of relationship management, to examine the effect of communication strategies, and to assess the effect of delegation strategies on teacher performance in secondary schools in Moroto District. Using a descriptive survey design with a mixed-methods approach, the study sampled 109 respondents, including 105 teachers and 4 head teachers. Data collection involved closed-ended questionnaires for teachers while interviews were conducted with head teachers and education managers. The instruments were validated with a content validity index of .92, and reliability was confirmed with a Cronbach alpha coefficient .776. Quantitative data were analysed using descriptive and inferential statistics, including Pearson correlation and regression analysis, while qualitative data were subjected to thematic analysis. Findings indicate that among the three predictors, only two were statistically significant, with Relationship Management making the strongest unique contribution to explaining Teacher Performance, recording a higher beta value (β = .290, p < .05) than Communication Strategies (β = .262, p < .05). Delegation Strategies did not make a statistically significant contribution (β = .042, p = .723). This means that only Relationship Management and Communication Strategies made unique, statistically significant contributions to predicting Teacher Performance. Qualitative data also indicate that effective headteacher public relations, particularly clear communication and collaborative leadership, enhance teacher motivation and instructional effectiveness. The study therefore concluded that relationship management—especially fostering teamwork and professional collaboration—improves teacher morale, communication strategies enhance instructional efficiency, and delegation of duties improves accountability. The study, therefore, recommended that the Ministry of Education, school administrators, and policymakers invest in leadership training programs to enhance head teachers’ public relations skills, ultimately improving teacher performance in secondary schools.