Arineitwe, Phiona2026-03-302026-03-302025-11Arineitwe, P. (2025). Institutional support, organisational learning and teacher competence in government-aided secondary schools in south western Uganda. Kyambogo University (Unpublished work)https://hdl.handle.net/20.500.12504/2800xvi, 246 p. :The study examined the influence of institutional support on teacher competence as mediated by organisational learning in government-aided secondary schools in south western Uganda. Specifically, the study investigated the influence of institutional support on teacher competence, sought to establish the influence of institutional support on organisational learning, to determine the influence of organisational learning on teacher competence and to test the mediating effect of organisational learning on the influence of institutional support on teacher competence in government-aided secondary schools in south western Uganda. Guided by the positivist paradigm, the study adopted a quantitative approach and employed a cross-sectional research design. Data were collected from a sample of 329 teachers using a self-administered questionnaire. The data were subsequently analysed using descriptive statistical methods and Partial Least Squares Structural Equation Modelling (PLS-SEM), an advanced statistical technique used to examine complex relationships between variables. PLS-SEM results revealed that institutional support had a positive and significant influence on organisational learning, institutional support had a positive significant influence on teacher competence, and organisational learning had a positive and significant influence on teacher competence. The mediation results revealed that the influence of institutional support on teacher competence was positively and significantly mediated by organisational learning. With both the direct and indirect influence being positive and significant, organisational learning fully mediated the influence of institutional support on teacher competence. The study's findings led to the conclusion that institutional support is important for the development of teacher competence, institutional support is essential for organisational learning, and and organisational learning plays a crucial role in supporting teacher competence by facilitating institutional support. The study recommended that the Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates development of teacher competence through induction, continuous professional development, and rewards. The Ministry of Education and Sports, head teachers, and other stakeholders, including Boards of Governors, should establish institutional support crucial for organisational learning through continuous professional development and rewards. Head teachers should implement organisational learning, specifically continuous learning and dialogue and inquiry, to promote teacher competence; and head teachers should implement institutional support practices that foster organisational learning to enhance teacher competence.enTeacher effectivenessEducational leadershipOrganizational learningSchool improvement programsSecondary schoolsThesis