Exploring Students’ Perceptions of Administrators’ Leadership Styles on Academic Performance in Selected Secondary Schools in Mukono District-Uganda

Ssembirige Patrice – National Curriculum Development Centre, Uganda, https://orcid.org/0009-0865-0374

Wambi Moses – Uganda National Institute for Teacher Education, https://orcid.org/0009-0006-2828-2654

Tebenkana Timothy – Makerere University

Tamale Victoria Kaggwa

Email: patrice.ssembirige@ncdc.go.ug

Abstract: This study explored students’ perceptions of administrators’ leadership styles and how these influence academic motivation and performance in selected secondary schools in Mukono District, Uganda. Guided by a qualitative phenomenological design, data were collected from 64 student leaders through Focus Group Discussions and 32 administrators (16 headteachers and 16 patrons/matrons) through semi-structured interviews. Using thematic analysis, three major themes emerged: (a) influence of administrators’ leadership styles on students’ motivation, (b) perceived administrative responsiveness to academic challenges, and (c) impact of administrators’ approachability on students’ academic performance. Findings revealed that supportive, democratic, and transformational leadership enhanced students’ motivation, confidence, and academic engagement, whereas authoritarian approaches diminished motivation and discouraged help-seeking. Responsiveness to academic challenges varied, with timely interventions boosting performance and inconsistent responses deterring reporting of difficulties. Approachability was found to be a strong predictor of academic effort, with students more likely to seek assistance when administrators were friendly, available, and visible. The study concludes that administrator behavior significantly shapes academic outcomes and recommends leadership training, improved recognition systems, strengthened responsiveness protocols, and greater administrative visibility. Implications for policy and practice include enhancing student-centered leadership approaches to improve academic performance in Ugandan secondary schools.