Ahimbisibwe, Rashid2025-05-292025-05-292024-10Ahimbisibwe, R. (2024). School climate, professional development and effectiveness of teachers in Universal Secondary Education schools in Busiro county, Wakiso district, Ugandahttps://hdl.handle.net/20.500.12504/2383xii, 131 p.The study investigated the influence of school climate on the effectiveness of teachers moderated by professional development in universal secondary education schools in Wakiso district, Uganda. Specifically, the study examined the influence of school climate on effectiveness of teachers, assessed the influence of teachers’ professional development on effectiveness of teachers and tested the moderating effect of teacher professional development on the influence of school climate on effectiveness of teachers in universal secondary education schools in Wakiso district, Uganda. School climate was studied in terms of school environment, school safety and school engagements. Professional development was studied in terms of behavioural development, attitudinal development and intellectual development, while teacher effectiveness was studied in terms of effective lesson delivery, subject content expertise, classroom management, relational expertise, professional conduct and self-development. Using the quantitative approach, the study adopted the correlational research design. Data’ were collected from a sample of 210 teachers from 13 universal secondary education schools using a self-administered questionnaire. The data were analysed using descriptive and Partial Least Squares Structural Equation modelling (PL-SEM) using Smart PLS. Descriptive results revealed that teacher effectiveness was high, school climate and professional development were good. Structural equation modelling (SEM) results revealed that professional development had a positive and significant effect on teacher effectiveness, school climate positively and significantly predicted teacher effectiveness, but professional development had a negative significant moderating effect on the influence of school climate on effectiveness of teachers. It was concluded that school climate is imperative for effectiveness of teachers, professional development is paramount for effectiveness of teachers, and the interaction between professional development and school climate is not the most problem requirement for effectiveness of teachers. School administrators such as head teachers should promote conducive school climate in schools, the Ministry of Education and Sports, head teachers and other stakeholders should provide and encourage high professional development opportunities to teachers, and the Ministry of Education and Sports, and head teachers should provide teachers more professional development without giving equal emphasis to school climate.enSchool environmentTeacher effectivenessHigh school teachersEducationSecondaryIn-service trainingUgandaWakiso DistrictThesis