Head Teachers’ Delegation Levels and Their Job Effectiveness in Mbarara City South Division Government Aided Secondary Schools

This study was conducted to assess the effect of head teachers’ delegation levels on their job effectiveness in government-aided secondary schools in Mbarara City South Division. The Objectives were to establish the head teachers’ delegation levels, assess the head teachers’ job effectiveness, and determine the effect of the head teachers’ delegation levels on their job effectiveness. A cross-sectional research design employing both qualitative and quantitative approaches was adopted. The study was conducted in six government-aided secondary schools, with a sample size of 130 respondents comprising 6 head teachers (purposively selected) and 124 teachers (selected using simple random sampling). Data were collected using self-administered questionnaires for teachers and interview guides for head teachers. Quantitative data were analysed using the Pearson correlation coefficient in SPSS version 28, while the qualitative data were manually coded, and themes were identified through an inductive approach. Findings revealed that most head teachers demonstrated moderate to high levels of delegation, often assigning administrative and instructional roles to other staff members. Job effectiveness was rated as average to high, depending on the extent of delegation. A very high positive correlation (r=0.844) was found between delegation levels and job effectiveness. Also, a p-value of 0.001 (p < 0.05) indicated that there is a statistically significant relationship between head teachers’ delegation levels and their job effectiveness, meaning that increased delegation contributed to the job effectiveness of the head teachers. The study concluded that head teachers who embraced higher levels of delegation experienced better job effectiveness due to shared responsibilities, reduced workload, and increased staff participation. Delegation was thus identified as a key strategy for enhancing the head teachers’ job effectiveness in schools. It is recommended that the Ministry of Education and Sports, and school boards, should provide training in delegation and leadership skills to head teachers. Schools should institutionalise delegation policies to ensure consistent leadership practices