Exploring practices of novice head teachers in teacher management in two primary schools in Koboko district, Uganda

Date of Award


Document Type


Degree Name

Master of Education (MEd)

First Supervisor/Advisor

Dr. Abdalla Mohamed

Second Supervisor/Advisor

Ms. Mary Anyango Oluga


Institute for Educational Development, East Africa


The purpose of this study was to explore the practices of novice head teachers in teacher management in two primary schools in Koboko district Uganda. A qualitative research approach was used focusing on case study of two schools whereby the research participants were two head teachers, two deputy head teachers and sixteen teachers. The data was collected using one-on-one face to face unstructured interview, Focus Group Discussion and document analysis. The findings indicated that novice head teachers engaged teacher management in a number of management areas. These areas included; teacher deployment, teacher development, teacher leadership, and teacher retention. However the study also showed that some of the professional management practices such as teacher development were not fully organized in one of the schools. The study further revealed that, despite several professional practices novice head teachers were involved in, they encountered a number of challenges which included; teacher late coming and absenteeism, staff insubordination, limited cooperation from the teachers, inadequate financial support, and poor record management by the teachers. Despite all these challenges, the data collected revealed that the novice head teachers engaged in several other coping mechanisms to handle these challenges. These mechanisms included, networking with other school authorities to procure teacher accommodation, mobilizing parents to support the schools financially, involving other stake holders to sensitize teachers on their roles and roles of the school leaders, and providing guidance and counseling services to the teachers. This study recommended that district education officers in conjunction with the district local government authorities should organize induction workshops for novice head teachers before engaging fully in their managerial roles. Further study should be conducted in novice head teachers’ management practice in supporting curriculum implementation.

This document is available in the relevant AKU library