Teacher Collegiality and Instructional Practices among Secondary Schools in Kiruhura District

This study examined the effect of teacher collegiality on instructional practices in government-aided secondary schools in Kiruhura District, Uganda. The main objective was to assess the relationship between teacher collegiality and instructional practices. This paper utilised a specific objective: to examine the level of Teacher Collegiality in government-aided secondary schools in Kiruhura District. A cross-sectional survey design was employed, with data collected from 73 teachers and 6 headteachers using questionnaires and interviews. Descriptive statistics were used for quantitative analysis, while thematic analysis was applied to qualitative data. Findings revealed a high level of teacher collegiality (M = 4.43, SD = 0.72), with 95.9% of teachers engaging in joint lesson planning and peer observations. The study concludes that teacher collegiality significantly improves instructional practices, fostering shared resources, mentorship, and innovative teaching methods. Recommendations include institutionalizing structured collaboration time, integrating ICT training, and strengthening professional learning communities. School leaders should prioritize collegiality in policy and appraisal systems to sustain its benefits.