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.

Abstract: This research has been rooted in the Bandura’s (1986) Social Cognitive Theory of learning. The paper investigated how teacher mentorship relates to teachers’ job performance when moderated by head teachers’ management styles. From a pragmatic realist viewpoint, a cross-sectional survey design with concurrent mixed method approach was used in data collection, analysis and interpretation. A questionnaire comprising of Teacher mentorship experience scale, Teacher job performance scale and Leadership behaviour scale was filled by 286 teachers while four school administrators were interviewed. The results revealed a moderate level of mentorship (M = 35.95, SD = 6.78, Min =19, Max=50) and a moderate level of teachers’ job performance (M = 41.58, SD = 5.04, Min=13, Max = 50). Nonetheless, there was a positive significant correlation (r = .398, p < .001) between mentorship and teacher job performance. A multiple regression analysis using Process plugin in SPSS generated a significant moderation effect of head teacher leadership styles on the link between teacher mentorship and teacher job performance within the Johnson-Neyman region of significance. Autocratic leadership increased the effect of mentorship on job performance (B= -0.02, p =.05) by head teachers more than any other styles. This implies that head teachers have to be more directing and instructing in order for their teachers to perform their duties effectively.