The influence of instructional leadership practices on teachers’ pedagogical effectiveness in government aided secondary schools in Wakiso District, Uganda

Abstract

The study examined the influence of instructional leadership practices on teachers‘ pedagogical effectiveness in government-aided secondary schools in Wakiso District. It was guided by three objectives namely; to establish how school leaders‘ definition of school mission influences teachers‘ pedagogical effectiveness; to investigate how school leaders‘ management of instructional programs influences teachers‘ pedagogical effectiveness; and to examine how school leaders‘ promotion of positive school climate influences teachers‘ pedagogical effectiveness. It adopted a qualitative multiple case study research. This study involved 20 students, 5 head teachers, 5 directors of studies, 5 heads of department and 5 teachers. Research instruments were focus group discussion guide, interview guide, lesson observation checklist and documentary analysis checklist. Results revealed a breadth of both authentic and improbable ways in which instructional leadership practices influence teachers‘ pedagogical effectiveness. Thus, basing on the study‘s findings, it was concluded that instructional leadership practices give teachers motivation to remain pedagogically effective. The study recommends that school leaders should strengthen administrative supervision to guide teachers‘ pedagogical effectiveness.