Head teachers’ Planning Skills and Teachers’ Professional Growth in Selected Anglican Secondary Schools in Luweero Diocese, Uganda

Abstract

This study investigated the influence of head teachers’ managerial and planning skills on the professional growth of teaching staff in Anglican secondary schools within Luweero Diocese, Uganda. Employing a descriptive survey design that integrated both qualitative and quantitative approaches, data were collected from a sample of 75 respondents, selected through simple random and purposive sampling techniques. Descriptive statistical analysis of responses from 63 participants revealed that the most positively rated planning skill was the promotion of a secure work environment (Mean = 4.016, SD = 1.129), followed by the provision of adequate planning materials (Mean = 3.921, SD = 1.248) and guidance on planning (Mean = 3.730, SD = 1.417). In contrast, supervision of lesson delivery recorded the lowest rating (Mean = 2.524, SD = 1.293), suggesting a significant gap in direct instructional oversight. Other dimensions, such as checking and approving schemes of work (Mean = 3.064, SD = 1.447) and recognizing best-performing teachers (Mean = 3.333, SD = 1.403), were rated moderately. The composite mean score of 3.463 (SD = 1.323) indicates that head teachers generally exhibit effective planning skills that have the potential to foster teachers’ professional growth. Nevertheless, findings revealed that despite the provision of planning materials, many teachers lacked schemes of work and lesson plans, limiting the potential benefits of these managerial efforts. The study recommends making lesson plan preparation mandatory for all teachers to ensure meaningful teaching and learning, alongside strengthening head teachers’ implementation plans through the District Education Department to improve instructional leadership and sustainable professional development.