Relationship between Head-teacher – teacher relations and teacher effectiveness in secondary schools in Soroti District

Abstract

This study sets out to broadly investigate the relationship between head teacher-teacher relations and teacher effectiveness. In particular, the study seeks to establish whether improved head teacher-teacher relations significantly enhance teacher effectiveness in schools.

The study was conducted in 6 secondary schools in Soroti District. The population sample of 360 was used. The findings from the study showed that improved head teacher-teacher relations impact on teacher effectiveness. This was because free and good interaction between the head teacher and the teacher in the areas of classroom interaction enabled the teacher to be more technical, skilful, knowledgeable, and innovative and the students benefit most.

Data was collected through questionnaires, interviews and some documentary analysis of other scholars in the related fields. Questionnaires were administered to senior four students, and teachers who were required to Strongly agree, Agree, Disagree, and Strongly disagree. Responses to the questionnaires were supplemented by interview scheduled held with headteachers, parents and Board of Governors members.

Data was presented using tables and analysed in frequencies. Data was verified through Chi square test at α=0.05 level of significance which articulated the following hypotheses that: “Headteacher’s clinical supervision leads to improved teacher effectiveness among secondary school teachers in Soroti District.” “Headteacher’s regular performance appraisal has significant relation to teacher effectiveness among secondary school teachers in Soroti District.” “Teacher training and development is significantly related to teacher effectiveness among secondary school teachers in Soroti District.”

The study revealed that there is a strong relationship between headteacher-teacher relations and teacher effectiveness. Practically, teacher instructional behaviour is more enhanced when there is good and cordial relationship between school administration and the teaching staff.

In view of the research findings, the researcher made recommendations which all aimed at encouraging the improvement of headteacher-teacher relations. These recommendations are presented in chapter five. They are addressed to headteachers, teachers, policy makers and educators.

Since the study focused on the relationship between headteacher-teacher relations and teacher effectiveness, the researcher has recommended further research on areas related to this topic.