Teachers’ Leadership Behaviors and Organizational Effectiveness in Primary Schools a case of Sheema Municipality. Uganda

Abstract

This study examined the relationship between teacher leadership behaviors and organizational effectiveness in primary schools in Sheema Municipality, Uganda. A correlational research design was employed, combining quantitative and qualitative methods on a sample size of 260 respondents. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and multiple regression analysis, while qualitative data were subjected to thematic analysis. The findings revealed that primary schools in Sheema Municipality exhibit high levels of organizational effectiveness, particularly in communication, collaboration, teaching and learning organization, and goal setting, although staff morale and resource allocation were moderate. The study concluded that active teacher leadership significantly enhances organizational effectiveness by improving decision-making, promoting collaboration, and positively influencing student outcomes. The findings underscore the importance of fostering teacher leadership through training, professional development, and supportive policies. The study recommended strengthening teacher collaboration, providing leadership training, enhancing staff motivation, optimizing resource allocation, and integrating teacher leadership development into school improvement strategies.