Abstract: This study explores the role of mentoring in the professional development of school leaders in Uganda’s secondary education system. Drawing from global literature and Uganda’s national education policies, the study critically examines existing mentoring practices, highlights challenges, and proposes a context-sensitive framework to enhance leadership development. The review reveals that while mentoring is widely recognized as a strategic tool for educational leadership, its implementation in Uganda is largely informal, unstructured, and misaligned with the specific needs of novice head teachers. Most mentoring occurs without formal guidelines, mentor training, or alignment to strategic leadership competencies such as policy navigation and stakeholder engagement. Cultural and institutional factors, such as rigid hierarchies, gender dynamics, time constraints, and lack of policy support further hinder the effectiveness of mentoring. The study adopts a desk-based methodology, using thematic analysis of secondary data from academic and policy sources between 1994 and 2024. Findings emphasize the need for a structured, policy-backed mentoring framework with defined phases, trained mentors, and institutional support. The study recommends integrating mentoring into national professional development systems to ensure consistency, relevance, and sustainability. Such a framework would enhance leadership readiness and improve school performance by equipping new leaders with the skills and confidence needed to manage Uganda’s dynamic education environment.

Charles Eryenyu – Department of Education Faculty of Science and Education, Busitema University, Uganda

Dennis Zami Atibuni – Department of Education Faculty of Science and Education, Busitema University, Uganda.

Ai Mazrui Centre for Higher Education Studies, Faculty of Education, University of Johannesburg

Email: samaoka2015@gmail.com

Abstract: This study examined the influence of school-based support supervision by school managers on teacher job satisfaction in secondary schools in Bukedea District, Uganda. The study was underpinned by Herzberg’s Two-Factor Theory of Motivation. Convergent parallel mixed methods research design was employed. The study targeted 480 secondary school teachers and 81 administrators from both government-aided and private secondary schools. A sample of 214 teachers were selected using proportionate simple random sampling techniques for the quantitative data, while purposive sampling was used to select 10 participants for the qualitative data collection. Quantitative data were collected using structured questionnaires while interviews were conducted to collect qualitative data. Quantitative analysis using descriptive statistical methods revealed a moderately significant positive relationship between school-based support supervision and teacher job satisfaction (r = .436, p = .000). Linear regression analysis indicated that school-based support supervision accounted for 19% of the variance in teacher job satisfaction. However, classroom observation and peer supervision were found to negatively predict teacher job satisfaction. The study concluded that while school-based support supervision plays a role in job satisfaction, its effectiveness is limited when teacher welfare is not adequately addressed. Additionally, other factors influence teacher job satisfaction. The study recommends strengthening the capacity of school-based supervisors to conduct regular, meaningful supervision to enhance teacher job satisfaction. Furthermore, ensuring equitable pay across different school categories and teacher levels is essential for improving job satisfaction.

Abstract: The study was carried out in Insiza South District which included the schools in Zone A Cluster. The study sought to establish how educational leadership impacts school change and innovation. The motivation of the study therefore was to investigate the role of the school leadership in promoting innovation and changes in Insiza South District, given the hopeful developments in the education sector. More so, the conditions in Insiza South District are different from urban areas and that means the role of urban and rural school leaders are equally different. With that said, the rationale of the study through the use of qualitative research approach was to comprehend the role of rural educational leaders in their implementation of school changes and innovations with the case study being used in Insiza South District. The researcher used interviews as a method of gathering data. Teachers and school administrators participated in this study through face-to-face interviews. The study revealed that the role of educational leaders in Insiza South District boarders around: the application of effectictive leadership styles, promotion of positive school culture, collaboration, shared decision making and ensuring quality education so as to promote school change and innovation.