The Role Performance Levels of Novice Head Teachers in Ugandan Secondary Schools

Background: Effective school headship shapes teaching and learning, yet many novice head teachers in Uganda assume office with limited preparation. Methods: This convergent mixed-methods study surveyed 287 novice head teachers and interviewed 14 stakeholders (District Education Officers and MOES officials) in Central and Western Uganda. Quantitative data were analysed using descriptive statistics and Pearson correlations; qualitative data were thematically coded. Results: Administrative competencies were rated highest (e.g., managing operations M=3.93, SD=1.11; budgeting M=3.89, SD=1.15; planning M=3.86, SD=1.18). Instructional leadership and stakeholder engagement were moderate. Overall role-performance averaged 45.97 (SD=11.11). Performance was positively associated with experience (r=.184, p=.002) and varied by school ownership and region. Interview data highlighted inconsistent induction, limited mentoring, and bureaucratic delays—especially in government and rural schools. Conclusions: Novice head teachers report confidence in administration but require targeted support in instructional leadership and community engagement. Implications: National induction, structured mentoring, and governance reforms that increase school-level autonomy and timely resourcing could strengthen leadership effectiveness and, ultimately, student outcomes