TABLE OF CONTENTS
DECLARATION
APPROVAL
DEDICATION
.
iii
ACKNOWLEDGMENTS iv
TABLE OF CONTENTS V
LIST OF ABBREVIATIONS AND ACRONYMS ix
ABSTRACT X
CHAPTER ONE 1
INTRODUCTION 1
1.0 Background to the Study 1
1.1 Statement of the Problem 3
1.2 Purpose of the Study 5
1.3 Research Objectives 5
1.4 Research Questions 5
1.5 Significance of the Study 6
1.6. Limitations of the Study 6
1.7 Scope of the study 6
1.8 Delirnitations of the Study 6
1.9 Assumptions of the Study 7
1.10 Definition of Significant Terms 7
1.11 Organization of the Study 8
CHAPTER TWO
REVIEW OF THE RELATED LITERATURE 9
2.0. Introduction 9
V
2.1. Concept of Managerial Competencies .9
2.3. Heads of Department Organizing Skills and Students’ Academic Performance 11
2.4. Heads of Departments Coordination Skills and Students’ Academic Performance 12
2.5. Summary of Reviewed Literature 13
2.6. Theoretical Framework 13
2.7 Conceptual Framework 14
CHAPTER THREE 16
RESEARCH METHODOLOGY 16
3.0 Introduction 16
3.1 Research Design 16
3.2 Target Population 16
3.3 Sample Size and Sampling Technique 16
3.4 Research Instruments 17
3.4.1 Validity of Instruments 18
3.4.2 Reliability of Instruments 18
3.6 Data Collection Procedures 19
3.7 Data Analysis Technique 19
3.8 Ethical Considerations 20
CHAPTER FOUR 21
DATA ANALYSIS AND INTERPRETATION OF RESULTS 21
4.0 Introduction 21
4.1. Instrument return rate 21
4.2. Demographic Information 21
4.2.1 Respondents Gender 21
4.2.2 Response on the Size of the School 22
vi
4.2.3 Category of Respondents School .23
4.3. Head of Departments Team building Skills and Students’ Academic Performance 23
4.3.1 Influence of Team building Competencies by HODs on Students Academic
Performance 23
4.3.2 Extent of the Influence of Team building Competencies 23
4.4. Head of Departments Organizing Skills and Students’ Academic Performance 25
4.4.1. Influence of Organizing Competencies by HODs on Student Academic Performance
25
4.4.2 Extent of the Influence of HoDs Organizing Skills on Students’ Academic
Performance 25
4,5.3 Regression Results 26
4.6. Head of Departments Coordinating Skills and Students’ Academic Perfonnance 28
4.6.1. Influence of Coordinating Competencies by HODs on Student Academic
Performance 28
4.6.2 Extent of the Influence of Coordinating Competencies by HODs on Students
Academic Performance 29
4.6.3 Regression Results 29
4.7.3 Regression Results 35
CHAPTER FIVE 39
DISCUSSIONS, CONCLUSIONS AND RECOMMENDATIONS 39
5.0 Introduction 39
5.1 Discussion/Summary of the study 39
5.3 Conclusion Based on the Objectives 41
5.4 Recommendations Based on the Findings 43
5.5 Recommendations for Further Research 43
REFERENCES 44
APPENDICES 47
ABSTRACT The study sought to examine the impact of managerial competence s of Heads of department on students’ academic performance in secondary schools in Kamuli municipality, Kamuli district. The main objective of the study was thus; to examine the influence of Team building competences by HoDs on students’ academic performance, to assess the influence of planning competences by HoDs on students’ academic performance, to analyze the influence of organizing competences by HoDs on students’ academic performance, to determine the influence of co-ordinating competences by HoDs on students’ academic performance as well as to determine the influence of monitoring and evaluation competences by HoDs on students’ academic performance in Kamuli municipality in Kamuli district, Uganda. From the literature review, the conceptual framework was drawn based on a set of five attributes, which may have had impact on students’ academic performance. They were namely; Team building, planning, organizing, co-ordinating and monitoring and evaluation which fonned the dependent variables. The study recommends that HoDs should progressively and continually grow in their knowledge; skills and competence by concentrating on on-going professional development programs, to enable them stimulate and nurture their own professional growth and that of other teachers. Evidently, teachers to grow their knowledge skills and competences throughout their career hence instead of concentrating on programs that donate single training event, HoDs should concentrate on a set of course, individual learning projects, conferences, group discussion, problem solving activities, case studies and stimulation exercises. This would eventually translate into enhanced students’ academic performance in the schools.
