Effect of Head-teacher’s Planning Strategies on Teacher Effectiveness in Universal Primary Education Schools in Kaliro District, Uganda

Kooti David & Harriet Nalukwago
Team University, Uganda
Email: kootidavid@gmail.com

Abstract: The study seeks to examine the effect of head teachers’ planning strategies on teacher effectiveness in UPE schools in Kaliro District. The researcher used a cross-sectional survey design with a concurrent mixed-methods strategy in which the researcher integrated qualitative and quantitative tactics in data collection, analysis, and inference approaches for the broad objective of understanding and corroboration. A sample of 228 respondents involving 16 head teachers, 16 headteachers, 16 leaders, and 196 teachers was selected using simple random, purposive, and stratified sampling techniques. A questionnaire and interview guide were used to obtain the findings. Data for biodata were presented in graphs, while findings for the main objective were presented in a summary table. The study reveals that head teachers in primary schools in Kaliro District have a standard level of achievement in planning strategies, including curriculum planning, assessment methods, and training. However, lack of funding, inadequate funding, and a lack of motivational planning processes in UPE schools hinder their effectiveness. The biggest challenge is teachers’ failure to plan and lesson plan time, as most plan during school days. The findings suggest that many headteachers have not met the expectations of the School Management Committee (SMC) in terms of planning and implementation strategies, leading to ineffective performance. A majority of respondents acknowledge head teachers’ active role in ensuring teaching quality and effectiveness, but a significant minority disagrees, suggesting variations in supervision levels. It was concluded that many headteachers of UPE schools in Kaliro District have not played their roles as planners in terms of laying strategies to improve teachers’ effectiveness in performance. This was exhibited in the lack of strategies like teachers’ motivation, accommodation, positive feedback, and an appraisal system in place.