Head teachers’ delegation practices and management of Selected public secondary schools

Abstract

This study examined how head teachers‟ delegation practices impact the management of selected public secondary schools in Isingiro District, Uganda. The study was guided by Frederick Taylor‟s Scientific Management theory. The study was to identify and analyse the common types of delegation used by head teachers in line with proper management to assess teachers‟ perceptions of the effects of delegation of duties on effective management, explore barriers to effective delegation, and to propose strategies to overcome barriers to effective delegation in the schools under the study. The study used a cross-section research design. The study population was 162 teachers from the six selected public secondary schools in Isingiro district. The targeted population was 113 participants; 6 head teachers, 6deputy head teachers and 101 teachers. The 6 head teachers and the 6 deputy head teachers were purposively selected since they were deemed suitable for the study as they were mostly involved in the problem under the study and had relevant information.101 teachers were selected using a simple random sampling for each one to get an equal chance to be selected. The sample size of 113 participants was selected using the Krejcie and Morgan Table (1970). The study used mixed methods; qualitative and quantitative approaches in data collection. The studyused96 participants, whereby90 questionnaires were the only ones returned, out of 113 that were distributed, and six interview guides for the head teachers across six selected public secondary schools. The study employed questionnaires, interview guides, and, documentary analysis as instruments to collect data, and SPSS analysis to unearth its findings. The collected quantitative data was analyzed using IBM SPSS (Ver.24) software and descriptive, correlation and statistics were generated. The results by Pearson correlation indicated that there is a weak positive correlation between the extent of delegating practices and management efficacy (r = 0.112).Also, there is a weak positive correlation between teachers‟ perceptions of delegation and management effectiveness (r = 0.036). A weak negative correlation between barriers to effective delegation and effective management, also existed (r = -0.229). This correlation suggested that reducing delegation barriers could improve management. Key strategies for overcoming these barriers included staff motivation, more financial support, task alignment with teacher capabilities, clear communication, and thorough teacher preparation before being delegated. This was supported by qualitative data whereby all head teachers of the six selected public secondary schools suggested that one of the strategies to overcome barriers to effective delegation in their schools was to get additional money from the government and to look for other sources of funds for purchasing the necessities for teachers to use in executing the delegated tasks to their expectations, and meet the deadline apart from motivating them in terms of monitory rewards to perform well their duties. In conclusion, the study underscored the modest yet positive role of delegation in school management and recommended the need for strategic interventions to address the challenges faced. By implementing the recommended strategies, schools can aspire to achieve a higher standard of educational leadership and management.