Performance management of headteachers in the universal primary education programme in mukono district

Abstract

This study examined performance management and management strategies or headteachers in universal primary education schools in mukono district. The study was guided by four objectives namely: (i) to determine common management strategies employed by Headteachers. (ii) to examine the effect of universal primary education on management or head teachers. (iii) to identity the environmental factors that affect school management and (iv) to determine management contributions of' headteachers to UPE schools. The study utilized a cross-sectional survey design to collect data. It was conducted in four counties of Mukono District and these were: Mukono Town council, Nakifuma County, Buikwe County, and Buvuma County. Out of 415 schools in the district, five primary schools from each county were randomly selected (N =20) the samples from the schools were 144 respondents Comprising or twenty Headteachers, four inspectors, 100 teachers and 20 community members. Purposive and random sampling were employed accordingly to select respondents. A composite of' questionnaire and interview guides were used as instruments for data collection. The major findings included (i) Headteachers tended to perceive the use of nomothetic and autocratic strategies as dominant among headteachers while majority of teachers tended to agree that head teachers use transactional strategies (ii) UPE Programme has tended to have an effect on Headteachers’ management in general management most, least on finance, (iii) Headteachers' management has contributed more on managing teachers and least on managing finance, and (iv)the major environmental factors that affect school management include: Lack of and use of funds. Negative attitudes. Political interference. Lack of motivation, transparency, overcrowding, corruption and lack of supervision. The major conclusions from the study were that the most preferred management strategies by headteachers include nomothetic and autocratic strategies while teachers prefer democratic to idiographic and charismatic strategies or school management. The effect of UPE policy on school management has been positive and negative, the greatest being on school management and its operations such as supervision of teaching staff and control of school finances and promoting infrastructure development such as building classrooms and purchase of classroom desks. The management effectiveness or headteachers has been negatively affected in universal primary education policy as manifested in poor academic performance of pupils and decline in discipline of teachers. The least effect has been on failure to control finance which has affected the general performance of headteachers in managing UPE schools.