Ugandan secondary school headteachers’ efficacy: What kind of training for whom?
DeJaeghere, Joan G.1 Williams, Rhiannon1 Kyeyune, Robinah2
Abstract: With increasing pressures from growing demand and for higher quality on secondary schools, headteachers play a crucial role in creating successful school environments. Within Uganda, and across many countries in sub-Saharan Africa, headteachers are not adequately prepared for their roles, and few professional development opportunities exist to provide them with the skills they need. This article reports on a study that assessed headteachers’ efficacy in the areas of leadership, management, instructional supervision, and community relations. One of the policy arguments for educators’ professional development is to create a coherent, cost-effective, and scaleable training program, which often results in a “one-size-fits-all” training. However, the findings from this study suggest the need for designing training to target gaps in specific skill domains and to give attention to the differing roles and responsibilities of head and deputy head teachers, the school size and resources, gender, and the location of the population that the school serves. In effect, training should be contextualized and targeted. [Copyright &y& Elsevier]
Key words: HIGH school principals；SCHOOL administration；PROFESSIONAL education；COMMUNITY relations
总结：校长在创造成功的学校环境中起到至关重要的作用。在乌干达，并在许多国家在撒哈拉以南非洲，校长没有充分为自己的角色准备的，为数不多的专业发展机会的存在是为了向他们提供他们所需要的技能。本文报告了一项研究，评估校长效能的领导，管理，指导监督，社会关系等方面。
来源：International Journal of Educational Development. May2009, Vol. 29 Issue 3, p312-320. 9p.