Browsing by Author "Nakirya, Sylivia"

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Supportive leadership and psychological safety of teachers in secondary schools in Kayunga District, Uganda
(Interdisciplinary Journal of Education, 2026-07-31) Mugizi, Wilson; Rwothumio, Joseph; Nakirya, Sylivia; Kaweesi, Muhamadi
Psychological safety is increasingly recognised as an important factor in promoting teachers’ wellbeing, collaboration, and effectiveness in schools. In secondary schools, head teachers’ supportive leadership practices may influence the extent to which teachers feel psychologically safe in their work environment. Therefore, this study investigated how head teachers’ supportive leadership influenced psychological safety of teachers in secondary schools in Kayunga District, Uganda. Specifically, the study examined the influence of supportive leadership in terms of empowerment, inspiration, fair treatment and recognition on psychological safety of teachers. Using the quantitative approach, the study employed correlational research design. Data were collected from a sample of 209 teachers using self-administered questionnaire. Using structural equation modelling (SEM), recognition, inspiration and fair treatment had a positive significant influence on psychological safety of teachers. However, empowerment had a positive but statistically insignificant influence. The study concluded that empowerment does not fundamentally influence teachers’ psychological safety in secondary schools in Uganda, fair treatment plays a significant role in enhancing teachers’ psychological safety, inspirational leadership significantly promotes psychological safety among teachers, and recognition is necessary to enhancing psychological safety among teachers. The study recommended that head teachers should strengthen empowerment-oriented leadership practices, ensure fair treatment in handling of teachers, deliberately adopt inspirational leadership practices, and institutionalise teacher recognition systems that consistently acknowledge teachers’ efforts and contributions. The study provides practical insights for school administrators and education policymakers on leadership practices that can improve overall school environment, strengthening teachers’ psychological safety.
Supportive leadership and teachers’ team cohesion in Government-Aided secondary schools in Kayunga district, Uganda
(Interdisciplinary Journal of Education, 2025-12-31) Nakirya, Sylivia; Mugizi, Wilson; Kiryowa, Mathias
The study investigated the influence of supportive leadership on teachers’ team cohesion in government-aided secondary schools in Kayunga District, Uganda. It examined whether empowerment of subordinates, inspiring them and providing them fair treatment significantly influenced teachers’ team cohesion. Employing the quantitative approach, the study adopted a correlational research design. The study involved 209 teachers who provided data using a self-administered questionnaire. Descriptive statistics revealed that the team cohesion levels of teachers and leadership support in the schools were high. Partial Least Squares Structural Equation modelling (PL-SEM) results indicated that while empowerment of subordinates by leaders and inspiring them positively and significantly influenced their team cohesion, fair treatment positively but insignificantly influenced cohesion of teachers. It was concluded that empowerment by the leaders is necessary for teachers’ cohesion, inspiration of leaders is a prerequisite for teachers’ cohesion, and high fair treatment is not necessarily essential for cohesion of teachers. The study recommends that head teachers should empower teachers to enhance their team cohesion, they should also provide inspiration to the teachers to improve their team cohesion, but should not prioritise fair treatment above other factors.