Volume 5, Issue 3, September 2020, Page: 81-93
Head Teachers’ Administrative Skills and Curriculum Management in Universal Secondary Education Schools in Kiruhura District, Uganda
Florah Kyayemagye, Faculty of Education, Department of Education Foundations, Distance & Lifelong Learning-Bishop Stuart University, Mbarara, Uganda
Denis Kintu, Faculty of Education, Department of Science Education, Bishop Stuart University, Mbarara, Uganda
Received: Mar. 9, 2020;       Accepted: Jul. 7, 2020;       Published: Jul. 17, 2020
DOI: 10.11648/j.tecs.20200503.16      View  177      Downloads  50
Abstract
The study investigated head teachers’ administrative skills and curriculum management in Universal Secondary Education (USE) Schools in Kiruhura District of Uganda. The objectives were to identify the head teachers’ administrative skills in managing curriculum, to establish the challenges faced by USE school head teachers in curriculum management, and to find the relationship between head teachers’ administrative skills and curriculum management. The study employed a cross sectional survey research design. Data was collected using a questionnaire and interview guides administered to head teachers of USE schools and respondents from the Kiruhura district education officer’s office. Microsoft office excel and word were used to generate frequencies and tables for easy interpretation and presentation of the data. The research findings revealed that the highest administrative skills used by head teachers in USE schools was involving teachers in curriculum activities which was rated at 90% by the respondents, whereas absenteeism at 26.8% for both teachers and students was the biggest challenge faced by secondary schools head teachers. Finally, the respondents indicated that there was a relationship between administrative skills and curriculum, rated at 91% yes response. The study recommends that stake holders establish monthly workshops aimed at improving head teachers administrative skills in order to attain an improved curriculum management in USE schools.
Keywords
Head Teachers’ Administrative Skills, Curriculum Management, Universal Secondary Education (USE) Schools
To cite this article
Florah Kyayemagye, Denis Kintu, Head Teachers’ Administrative Skills and Curriculum Management in Universal Secondary Education Schools in Kiruhura District, Uganda, Teacher Education and Curriculum Studies. Vol. 5, No. 3, 2020, pp. 81-93. doi: 10.11648/j.tecs.20200503.16
Copyright
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Reference
[1]
Naidoo, S. (2014). School leadership style important for curriculum reforms NIST/SEMATEK.
[2]
Kirui, P. K. (2012). Institutional factors influencing head teachers’ implementation of curriculum change in public primary schools in kipkelion district. Unpublished master’s thesis, University of Nairobi, Nairobi Kenya.
[3]
Hargreaves A. (1992) Understanding Teacher Development. London, Cassell/ New York, Teachers College Press.
[4]
Alkarni, A, & Brian C. (2014) Problems which may challenge the ability of secondary school head teachers in the city of Tabuk to lead their schools professionally, Arecls Vol. 11, 55-74.)
[5]
Keating, J. (2001). Firm Demand for Post Primary Qualifications. Report to the Secondary Education Commission. World Bank, MoES, Kampala, Washington, DC.
[6]
Penny, A., Ward, M., Read, T., Bines, H., (2008). Education sector reform: the Ugandan experience. International Journal of Educational Development 28 (3), 268–285.
[7]
Kamakamu, W., W. (2007). Policy implementation: Stakeholder perspectives on the implementation of secondary education decentralization in Uganda, Kampala.
[8]
Deaeghere, J., Williams, R. & Kyeyune, R. (2008). Ugandan secondary school head teachers’ efficacy: What kind of training for whom? International Journal of Educational Development, 29, 312-320.
[9]
Mulkeen, A., Chapman, D. W., De Jaeghere, J., Leu, E. (2007). Recruiting, Retraining Retaining Secondary School Teachers and Head Teachers in Sub-Saharan Africa. World Bank Working Paper #99. The World Bank, Washington, DC.
[10]
UNATU. (2015). The Uganda National Teachers Union Annual Report Vance September 8, 2011.
[11]
Peter N. Waweru & Orodho J. Aluko (2014) Management Practices and Students’ Academic Performance in National Examinations in Public Secondary Schools in Kiambu County, Kenya. International Journal of Recent Scientific Research, 6, 1126-1133.
[12]
Uganda National Examinations Board (UNEB) (2015). Examination Results. Kampala, Uganda.
[13]
Taylor F. W., (1991) & Zais (1976), “The Principles of Scientific Management” in J. M Shafritz & J. S. Ott (Eds), (pp. 66-79). Belmon, C. A: Wadsworth Publishing Company.
[14]
De Grauwe, A., (2001). School Supervision in Four African Countries. Vol. 1. Challenges and Reforms. IIEP, UNESCO, Paris.
[15]
Anderson, J. B. (2005). Improving Latin America’s school quality: which special interventions work? Comparative Education Review 49 (2), 205–229.
[16]
Ministry of Education (2015). Strategic Plan 2010-2016. Nairobi: Government Printers.
[17]
Balanskat, A. & Gerhard, P. (2005) Head teacher Professional Profile and Roles across Europe, Corrigenda OECD, UK.
[18]
Ministry of Education and Sports (2009) The Education and Sports Sector Annual performance Report (ESSAPR), covering the period 1st July 2007 – 30th June 2008. M&E Section, Education Planning Department, Ministry of Education and Sports, the Republic of Uganda. Page 6.
[19]
Nsubuga, Y. K. K (2009) Assessment of Leadership Styles and School Performance of Secondary Schools in Uganda, Unpublished Ph.D Dissertation, Makerere University Kampala.
[20]
Manu J. A Okumbe (2007). Educational management: Theory and practice Nairobi: Nairobi University Press.
[21]
Kyeyune, R. (2003), “The Changing Face of Leadership” Educational Leadership 59, 8; 61-63.
[22]
Bitamazire, N. G. (2005). Status of Education for Rural People in Uganda. Paper Presented at the Ministerial seminar on education for rural people in Africa. Addis Ababa, Ethiopia.
[23]
Ajuago, M. A. (2003). Impact of Instructional Materials on Academic Performance of Selected Primary Schools in Kisumu District. Unpublished Dissertation Makerere University, Kampala.
[24]
Fapojuwo, J. O. (2002) “Effective Leadership and supervision.” A paper Presented at the Programme on Management of Human Resources organized by NCEMA.
[25]
Cascio W. F (1999) Applied Psychology in Human Resource Management, 5th Edition, New Jersey, Prentice Hall.
[26]
Cooper, N. & Forrest, K. (2009). Essential Guide to Educational Supervision in the Foundation Programme. Chichester: Wily-Blackwell.
[27]
Alzaidi, A. (2008). A study of Job Satisfaction among Male Secondary School Head Teachers in Saudi Arabia. PhD Thesis. Newcastle University.
[28]
Leithwood, K., Day, C., Sammons, P., Harris, A., &Hopkins, D. (2006). Seven strong claims about successful school leadership. Nottingham, UK: National College of School Leadership.
[29]
Alsharari, J. (2010). The perceived training needs of female head teachers compared with the training needs of male head teachers in the government public schools in Saudi Arabia. Durham University.
[30]
Jirasinghe, D. and Lyons, G. (1996) The Competent Head: A Job Analysis of Heads’ Tasks and Personality Factors, The Falmer Press, London.
[31]
Sanoff, H. (2001), “School Building Assessment Methods”, NCEF, Washington, D. C.
[32]
McGilchrist, B., Myers, K. and Reed, J. (2004). The intelligent school (2nd Edition). London: Sage.
[33]
Crawford, M. (2014). Developing as an Educational Leader and Manager. London, SAGE.
[34]
LINS. (1999). Teacher conditions of service in developing countries. Centre for Literature, 1.
[35]
Odhiambo G. (2005) "Teacher appraisal: the experiences of Kenyan secondary school teachers", Journal of Educational Administration, 4, 402 – 416.
[36]
Ingersol, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis. American Education Research Journal, 499-534.
[37]
Otunga, R., D. Serem, D. K. & J. Kindiki. (2008). School Leadership Development in Preparation and Development of School Leaders. New York. Routledge.
[38]
Bennell, P. (2004). Teacher Motivation and Incentives in Sub-Saharan Africa and Asia. Knowledge and Skills for Development, Brighton.
[39]
Chemisto, M. E. (2007). Challenges facing head teachers in the management of the Teaching personnel. A study of public secondary schools Mt. Elgon district, Kenya. Unpublished Masters report of Kenyatta University.
[40]
Glewwe, P., N. Ilias & M. Kremer. (2003). Teacher incentives. Mimeo. Global Campaign for Education. 2004. GCE response to World Development Report 2004 outline. Mimeo.
[41]
Bernstein (2000) cited in Cause, L. (2010). Bernstein’s Code Theory and the Educational Researcher. Asian Social Science, 6 (5), 3-9.
[42]
Opolot C. O, Mary G. N, & Connie M. S (2006) School administrators’ views on handling large classes in primary schools in Uganda: Implications for Teacher education. Journal of International Cooperation in Education.
[43]
Boerema, A. L. (2011). Challenging and Supporting New Leader Development. Educational Management Administration & Leadership, 39 (5), 554-567.
[44]
Mullins, L. J. (2002). Management and Organizational Behaviour. (6th Edition). Harlow: Prentice Hall.
[45]
Odubuke, R P. E. (2007), Head teachers’ Training Programme and their Competences in the Management of the Primary Schools in the North-western Uganda. A Ph.D Dissertation in Education Administration, Planning and management, Makerere University, Kampala.
[46]
Kaggwa, V. (2003) Contribution of teachers’ involvement in school administration on students’ academic performance in private secondary schools. Kampala: Makerere.
[47]
Nambuba – Namusoke J. (2005), the Influence of Head teachers Work Plan on the Academic Performance of Pupils in selected. Schools in Mbale District, Unpublished Dissertation, Makerere University Kampala.
[48]
Musaazi J. C. S. (2006), Educational Planning; Principles, Tools and Applications in the Developing World Makerere University Kampala – Uganda.
[49]
Drajo (2010), Operational management and its effect on the academic performance of secondary school students in Adjuman district Uganda. Unpublished thesis.
[50]
Mpierwe (2007). The effect of management of instructional materials on teachers’ performance in Kampala district. Kampala-Uganda.
[51]
Masebo, H. J. (2008), Marketing Research 4th ed. McGraw Hill. Data Analysis: Testing for Association ISBN 0-07-340470-5
[52]
Kumekpor, T. K. B. (2002) Research methods and techniques of social research. Accra: SonLife Press & Service: 137-138.
[53]
Amin. M. E. (2005), Social Science Research, Conception, Methodology and Analysis. Printed and Published in Uganda by Makerere University Printery, Kampala, Uganda.
[54]
Sekaran, U. (2003) Research Methods for Business: A skill Building Approach, 4th Edition, London: John Wiley & Sons.
[55]
Kothari, C. R, (2004), Research Methodology Methods and Techniques New Age International (P) Limited, Publishers New Delhi.
[56]
Lewis P. & Murphy R. (2008) A review of what is known about effective leadership and leadership development Centre for Developing and Evaluating Lifelong Learning, School of Education, University of Nottingham.
Browse journals by subject