An Examination of the Managerial Skills of Head Teachers and Their Effect on Students’ Academic Performance

Abstract

This study investigated the relationship between Head Teachers' managerial skills and students' academic performance in the Uganda Certificate examination (UCE). Globally, it is rightly believed that there exists a close relationship between students’ achievements and the nature of school leadership. The study was guided by the objective of identifying the possible ways of enforcing the Head Teacher's Managerial skills that can improve students’ academic performance of those who sit the Uganda Certificate of Education Examinations level in Kasese Municipality. The total study population was 312 which helped to achieve a sample size of 172 respondents using Cochran formula. The study utilized purposive and simple random sampling techniques to select the participants of the study. The researchers employed a cross-sectional research design, utilizing a quantitative research approach. A questionnaire was the instrument used for data collection. The validity of the instrument was validated by three experts in the field of educational administration and management, and the reliability index score of the quantitative instrument yielded 0.84 which exceeded the computed value of 0.7. The quantitative data were analyzed descriptively while the qualitative data were sorted and categorized into themes by the purpose of the study. The findings revealed a strong positive correlation (Pearson correlation coefficient of 0.887) between Head Teachers' managerial skills and students' academic performance, indicating that improved managerial competencies significantly enhanced educational outcomes. The regression analysis further confirmed that approximately 74.6% of the variance in students' academic performance can be attributed to Head Teachers' managerial skills, underscoring their importance in fostering a conducive learning environment. Based on these findings, the study recommended targeted professional development programs to enhance instructional leadership and time management among Head Teachers. Additionally, fostering a collaborative culture within schools and implementing robust monitoring and evaluation systems are vital for continuous improvement.