Predictors of teaching quality of academic staff in public universities in Uganda

Abstract

This study probed the predictors of teaching quality among academic staff in Ugandan public universities. Specifically, it explored how teacher self-efficacy mediates the impact of instructional leadership on teaching quality. The research design employed a cross-sectional correlational approach, garnering data from 253 respondents through self-administered questionnaires. Descriptive statistics revealed that academic staff exhibited high levels of self-efficacy and teaching quality. Further analysis using partial least squares structural equation modelling disclosed that instructional leadership and teacher self-efficacy positively predicted teaching quality. Notably, instructional leadership fostered teacher selfefficacy, which fully mediated its relationship with teaching quality. The findings underscore the critical role of instructional leadership in enhancing teaching quality, with teacher self-efficacy emerging as a pivotal factor. To optimize teaching quality, university leaders must prioritize instructional leadership that bolsters teacher self-efficacy, while academic staff should strive to cultivate their own self-efficacy. Ultimately, this study highlights the need for a synergistic approach, where university leaders' instructional leadership is informed by academic staff members' self-efficacy, to foster exceptional teaching quality.