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Ugandan secondary school headteachers’ efficacy: What kind of training for whom?
ARTICLE

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International Journal of Educational Development Volume 29, Number 3 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

With increasing pressures from growing demand and for higher quality on secondary schools, headteachers play a crucial role in creating successful school environments. Within Uganda, and across many countries in sub-Saharan Africa, headteachers are not adequately prepared for their roles, and few professional development opportunities exist to provide them with the skills they need. This article reports on a study that assessed headteachers’ efficacy in the areas of leadership, management, instructional supervision, and community relations. One of the policy arguments for educators’ professional development is to create a coherent, cost-effective, and scaleable training program, which often results in a “one-size-fits-all” training. However, the findings from this study suggest the need for designing training to target gaps in specific skill domains and to give attention to the differing roles and responsibilities of head and deputy headteachers, the school size and resources, gender, and the location of the population that the school serves. In effect, training should be contextualized and targeted.

Citation

DeJaeghere, J.G., Williams, R. & Kyeyune, R. Ugandan secondary school headteachers’ efficacy: What kind of training for whom?. International Journal of Educational Development, 29(3), 312-320. Elsevier Ltd. Retrieved September 25, 2022 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.ijedudev.2008.03.001

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