Benson, Kayiwa.

Abstract: The purpose of the study was to establish the relationship between leadership training of head teachers and school performance in secondary schools in Mubende district, Uganda. Descriptive-correlational research design was used. Six schools out of 32 were selected and the sample size of head teachers, teachers and students leaders was 287 out of 302 target population. Both interview and questionnaire were used to gather data. Data was collected on the independent variable -- training, and four dependent variables - teacher management, instructional leadership, school discipline and academic performance, and it was analysed using descriptive statistics, namely, frequencies, percentage, and mean. Findings show that 83.3% of the sampled head teachers were above 40 years of age. 66.7%S were graduates and 33.3% had masters, 67.3 % took leadership and management courses at university. 66.7% of the head teachers attended an induction course and 83.3% had attended at least one leadership short course. 83.3% had participated in 10 and above workshops and seminars. 56% had over 8 years of experience as head teachers. The study showed good performance of head teachers apart from academics. Chi-square and regression analysis were used to determine the relationship of training and performance and the findings show that there is no significant relationship between head teachers' training and secondary school performance in Mubende, since P = 0.228 greater than 0.05, implying that there are other factors that greatly affect performance. The Ministry of Education and Sports should emphasize and promote practical leadership for school heads. Head Teachers should crave for continuous leaning to be well equipped with leadership knowledge and skills. Teachers should ensure quality teaching to improve academic performance. Researchers should investigate further on the factors responsible for the poor academic performance of secondary schools in Mubende District such as quality of students recruited. Thirteen appendixes include: (1) Questionnaire for Deputy Head Teachers, DoS. and Teachers; (2) Questionnaire for Head Teachers; (3) Questionnaire for Students; (4) Time Schedule for the Study; (5) The Budget of the Study; (6) Morgan Table of Sample Size; (7) Introductory Letter for Data Collection; (8) Kasambya S.S. Permission Letter for Data Collection; (9) Kasenyi S.S. Permission Letter for Data Collection; (10) Kitenga S.S. Permission Letter for Data Collection; (11) St. Andrew Kaggwa S.S. Permission Letter for Data Collection; (12) Map of Mubende District; and (13) Map of Uganda.

总结：本研究的目的是建立乌干达校长领导力培训和学校绩效之间的关系。结果表明，有班主任培训和穆本德中学性能之间没有显著关系，教育和体育部应该重视和推广校长的实际领导。教师要保证教学质量，提高学习成绩。研究人员对招收学生素质的学习成绩差的因素进一步调查。

来源：Online Submission, M.A. Thesis, Bugema University. 104 pp