Supportive Leadership and Teachers’ Team Cohesion in Government-Aided Secondary Schools in Kayunga District, Uganda

The study investigated the influence of supportive leadership on teachers’ team cohesion in government-aided secondary schools in Kayunga District, Uganda. It examined whether empowerment of subordinates, inspiring them and providing them fair treatment significantly influenced teachers’ team cohesion. Employing the quantitative approach, the study adopted a correlational research design. The study involved 209 teachers who provided data using a self-administered questionnaire. Descriptive statistics revealed that the team cohesion levels of teachers and leadership support in the schools were high. Partial Least Squares Structural Equation modelling (PL-SEM) results indicated that while empowerment of subordinates by leaders and inspiring them positively and significantly influenced their team cohesion, fair treatment positively but insignificantly influenced cohesion of teachers. It was concluded that empowerment by the leaders is necessary for teachers’ cohesion, inspiration of leaders is a prerequisite for teachers’ cohesion, and high fair treatment is not necessarily essential for cohesion of teachers. The study recommends that head teachers should empower teachers to enhance their team cohesion, they should also provide inspiration to the teachers to improve their team cohesion, but should not prioritise fair treatment above other factors.