Principals' leadership practices and tutors' performance at Bulera and Kamurasi primary Teachers Colleges in Masindi and Hoima districts, Uganda

Abstract

This study analysed the relationship between principals' leadership practices and tutors ' performance in PTCs in Uganda. Specifically the study looked at the different leadership practices of principals; the relationship between the leadership practices of principals and tutors performance; and established appropriate leadership practices of principals for PTCs for improving tutors performance. The study carried out across-sectional survey design on a sample of 71 respondents. Data was collected by use of questionnaire and interview guide. Data was analysed quantitatively and qualitatively. Quantitative data was analysed using the Statistical Package for Social Scientists 17.0 (SPSS) program to calculate measures of tendency and dispersion and frequencies. Hypothesis testing was carried out using multiple linear regression. Qualitative data was interpreted by composing explanations and substantiating them using the respondents open responses. The study found out that; principals of Primary Teachers Colleges employed different leadership practices; there was no relationship between leadership practices and tutors performance; and there was no specific appropriate leadership practice for improving tutors performance except employing a hybrid (mixture) of leadership practices. J It was thus concluded that principals of PTCs were employing different leadership practices; there was no relationship between PTCs principals leadership practices and tutors performance; and an appropriate leadership practice for improving tutors performance can be a hybrid approach. Therefore, it was recommended that principals of PTCs in their leadership should employee various leadership practices; principals of PTCs should adopt modern leadership approaches by which there is shared or distributed leadership; and principals of PTCs should adopt a hybrid leadership practice to enhance performance of tutors.