The Moderation Effect of Head Teachers’ Leadership Styles in Directing Mentorship Pragrammes Towards Teacher Job Performance: The Case of Secondary Schools in Tororo District, Eastern Uganda
Agnes Nabitula, Charles Eryenyu & David Kani Olema Faculty of Science and Education Busitema University, Uganda Email: nabitulaagnes@gmail.com Abstract: This research has been rooted in the Bandura’s (1986) Social Cognitive Theory of learning. The paper investigated how teacher mentorship relates to teachers’ job performance when moderated by head teachers’ management styles. From a pragmatic realist…