INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XIV October 2025 | Special Issue on Management
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Teachers’ Leadership Behaviors and Organizational Effectiveness in
Primary Schools a case of Sheema Municipality. Uganda
Mukundane Esau, Dr. Twiine Johnson, Dr. Nuwatuhaire Benard
Ankole Western University
DOI:
https://dx.doi.org/10.47772/IJRISS.2025.914MG00208
Received: 27 October 2025; Accepted: 05 November 2025; Published: 19 November 2025
ABSTRACT
This study examined the relationship between teacher leadership behaviors and organizational effectiveness in
primary schools in Sheema Municipality, Uganda. A correlational research design was employed, combining
quantitative and qualitative methods on a sample size of 260 respondents. Quantitative data were analyzed
using descriptive statistics, Pearson correlation, and multiple regression analysis, while qualitative data were
subjected to thematic analysis. The findings revealed that primary schools in Sheema Municipality exhibit high
levels of organizational effectiveness, particularly in communication, collaboration, teaching and learning
organization, and goal setting, although staff morale and resource allocation were moderate. The study
concluded that active teacher leadership significantly enhances organizational effectiveness by improving
decision-making, promoting collaboration, and positively influencing student outcomes. The findings
underscore the importance of fostering teacher leadership through training, professional development, and
supportive policies. The study recommended strengthening teacher collaboration, providing leadership
training, enhancing staff motivation, optimizing resource allocation, and integrating teacher leadership
development into school improvement strategies.
Key words: Leadership behaviors and Organizational effectiveness
INTRODUCTION
Many countries and development partners have made efforts to invest in improving school environments
especially in many government-aided primary schools. Uganda particularly in Sheema Municipality continue
to experience low teacher performance and weak organizational outcomes. Challenges such as poor staff
discipline, limited collaboration, low commitment, and inconsistent pupil performance persist, as reported by
the Sheema District Education Department (2023). Teachers often fail to meet basic professional
responsibilities such as lesson planning, punctuality, and supervising co-curricular activities.
THEORETICAL REVIEW
Distributed Leadership Theory, by developed by James Spillane (2001) underpinned the study, he argues that
leadership should not be viewed as the function of a single individual (such as a head teacher), but as a shared
and collective process involving multiple actors within the organization. This theory is grounded in the belief
that leadership practice is stretched across leaders, followers, and their situation, rather than being concentrated
in formal leadership roles. Proponents of this theory, including Spillane, Harris (2004), and Gronn (2002),
emphasize that effective school leadership emerges from the interactions among teachers, administrators, and
contextual factors. When teachers are empowered to collaborate, mentor peers, engage in decision-making, and
drive instructional innovation, they significantly contribute to school improvement and organizational
effectiveness. This theory provides a framework for understanding how teacher leadership behaviors can
influence key indicators of organizational effectiveness, including academic performance, staff collaboration,
discipline, and overall school functioning. It guides the study in examining how distributed aspects of teacher
leadership manifest in Sheema Municipality’s primary schools and their impact in organizational outcomes.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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LITERATURE REVIEW
Teacher Leadership Behaviors in Primary Schools
Teacher leadership often begins with strong interpersonal relationships that cultivate trust, collaboration, and
professional respect among staff. These relationships are foundational to collective teacher efficacy and a
culture of shared leadership.
Robinson, Hohepa, and Lloyd (2009) stress that teacher leaders who nurture trust and engage in collegial
mentorship significantly enhance both instructional quality and school climate. Danielson (2006) also asserts
that leadership emerges when teachers support peers through mentoring, coaching, and peer feedback, thus
contributing to a networked culture of improvement.
Relational trust—a concept emphasized by Bryk and Schneider (2002)—is built through respect, competence,
and personal regard and is critical for school reform efforts to take root. Strong interpersonal relationships also
act as a buffer against burnout and professional isolation (Hargreaves, 2001). Furthermore, Leithwood and
Seashore-Louis (2012) show that sustained teacher collaboration is linked with higher levels of instructional
effectiveness and organizational learning.
Despite this, African literature rarely conceptualizes interpersonal dynamics as a form of teacher leadership. In
Uganda, the teacher's role is often narrowly framed within the classroom, leaving informal leadership
contributions unrecognized. This study responds to this oversight by exploring how relationship-driven
leadership is operationalized in the Ugandan primary school context.
Contribution To The Socio-Physical Environment
Beyond relationships, teacher leadership manifests in how teachers shape the socio-physical learning
environment. This includes advocating for inclusive spaces, modeling professional conduct, and contributing
to the school’s physical upkeep and psychological climate.
Katzenmeyer and Moller (2009) argue that effective teacher leaders influence not only what is taught but also
how safe, welcoming, and productive the learning environment becomes. Similarly, Darling-Hammond et al.
(2017) emphasize the value of teacher-led efforts to foster environments that are resource-rich and emotionally
supportive, especially in under-resourced settings.
The OECD (2013) reports that teachers’ perception of their working environment directly impacts motivation,
engagement, and willingness to innovate. Mulford (2023) further notes that infrastructure development without
strong leadership often fails to yield desired outcomes.
However, African studies on the socio-physical environment rarely account for the teacher’s leadership role.
This study explores how teacher leaders in Uganda’s primary schools influence both tangible (e.g., sanitation,
seating) and intangible (e.g., respect, discipline) aspects of the school environment.
Engagement Within School Structures
Teacher engagement in decision-making processes and school governance is a hallmark of distributed
leadership. Effective school structures allow teachers to lead initiatives, contribute to planning, and influence
school policy.
Spillane (2006) conceptualizes distributed leadership as a system where leadership is stretched across multiple
actors—not concentrated solely in the hands of head teachers. Ingersoll (2022) warns that highly bureaucratic
school systems stifle innovation and disempower frontline educators.
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Leithwood et al. (2008) found that schools with flatter hierarchies tend to experience higher levels of teacher
satisfaction and student achievement. Hargreaves and Fullan (2012) highlight that leadership structures
grounded in professional capital—collaborative learning, mutual accountability, and shared responsibility—
are more likely to succeed.
In Uganda, however, rigid top-down school governance models persist, limiting opportunities for teacher
leadership. Bush and Glover (2021) caution that context matters: the success of distributed leadership depends
on alignment with cultural, administrative, and policy realities.
This study examines how Sheema Municipality’s school governance structures either support or hinder teacher
leadership and how this affects organizational effectiveness.
Organizational Effectiveness in Primary Schools
Organizational effectiveness in schools refers to their ability to achieve intended educational, relational, and
operational goals. It encompasses academic performance, teacher retention, staff morale, community
involvement, and discipline systems.
Leithwood and Louis (2012) define effective schools as those that continuously improve and respond to
stakeholder needs through adaptive leadership and collaborative culture. Bush and Glover (2023) argue that
effectiveness is not only a matter of leadership but also of how leadership mobilizes the entire organization
toward improvement.
In Uganda, literature on school effectiveness tends to emphasize administrative leadership and input factors
such as funding or infrastructure (Ministry of Education and Sports, 2019). Little attention is given to the
leadership roles of teachers, especially in rural settings. This study seeks to broaden the lens by examining how
teacher-led practices contribute to or constrain school performance.
Relationship between Teacher Leadership and Organizational Effectiveness
Empirical research globally has consistently shown a positive relationship between teacher leadership and
school outcomes. Leithwood et al. (2008) and Harris (2004) provide evidence that when teachers participate in
leadership—through instructional improvement, peer mentoring, and decision-making—organizational
performance improves.
Fullan (2021) posits that schools are more resilient and innovative when teachers are empowered as change
agents. Distributed leadership, he argues, fosters collective ownership and reduces resistance to reform.
However, in Sub-Saharan Africa, this relationship is under-researched. Constraints such as limited professional
development, centralized authority structures, and cultural hierarchies often limit the expression of teacher
leadership (Bush & Glover, 2021). In Uganda, especially in rural districts, the link between teacher behavior
and school performance remains poorly documented.
METHODOLOGY
This study employed a correlational research design, which was appropriate for assessing the strength and
direction of relationships between variables without manipulating them (Creswell & Creswell, 2018). A
mixed-methods approach was also adopted, combining both quantitative and qualitative data to
comprehensively addressing all three objectives. Quantitative data were collected via structured questionnaires
to examine patterns in leadership behaviors and the current state of organizational effectiveness. Qualitative
data, obtained through interviews with head teachers, provided deeper insight into the practice of teamwork
and collaboration among teachers and the contextual influences on organizational effectiveness, as well as
informed interpretation of the relationship between the two constructs.
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Sample size and sampling technique.
The sample size was 260 teachers, determined using Krejcie and Morgan’s (1970) Table for Small Sample
Technique below as shown in Table 1
Category
Population
Sample Size
Government Aided
342
111
Private Schools
456
149
Total
798
260
Sampling Procedures
Simple Random Sampling: This was used to select teachers from both government-aided and private
schools. Names were generated from school records and entered into an Excel spreadsheet, and selection was
done randomly. This method ensured each teacher had an equal chance of being selected (Creswell &
Creswell, 2018), enhancing the representativeness of perspectives on teacher leadership behaviors and
organizational effectiveness.
Purposive Sampling: This was used to select head teachers based on their experience and administrative
responsibilities. Specifically, intensity purposive sampling was applied, focusing on selecting information-rich
cases that reflected the central themes of the study (Patton, 2015).
Data analysis
Quantitative Data was analyzed processed using SPSS v24.0. Analysis proceeded through three stages:
Univariate Analysis: Frequencies, means, and percentages were used to describe the sample characteristics.
Bivariate Analysis: Pearson correlation was conducted to assess the relationship between teacher leadership
behaviors and organizational effectiveness. Multivariate Analysis: Multiple regression analysis was performed
to examine the predictive power of teacher leadership behaviors on organizational outcomes.
Qualitative data was analyzed using thematic where Textual responses were coded into themes aligned with
the study.
RESULTS AND DISCUSSION
Demographic Information of Respondents
This subsection provides a summary of respondents’ demographic characteristics including sex, age, academic
qualification, teaching experience, and position held in school. Understanding these characteristics provides
context for analyzing leadership behaviors and organizational effectiveness.
Sex Of Respondents
Table 2: Distribution of Respondents by Sex
Sex
Frequency
Male
120
Female
140
Total
260
Table 2 presents the distribution of respondents by sex. The table shows that out of the total 260 respondents,
120 (46.2%) were male, while 140 (53.8%) were female. This indicates that females slightly outnumber males
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among teachers in primary schools in Sheema Municipality. The total number of respondents is 260,
accounting for 100% of the sample.
The data suggest a balanced gender representation in the teaching workforce, with a marginal predominance of
female teachers. This balance may influence collaborative practices, leadership behaviors, and overall school
effectiveness, given that both genders are represented in the study.
Age Distribution
Table 3: Age of Respondents
Age Group
Frequency
Percentage
Below 30
60
23.1%
30–39
100
38.5%
40–49
70
26.9%
50 and above
30
11.5%
Total
260
100%
Table 3 presents the distribution of respondents by age. Out of the total 260 respondents, 60 (23.1%) were
below 30 years, 100 (38.5%) were aged 30–39 years, 70 (26.9%) were aged 40–49 years, and 30 (11.5%) were
50 years and above.
The largest proportion of respondents falls within the 30–39 years age group, indicating that the teaching
workforce in Sheema Municipality is predominantly middle-aged. This suggests a relatively young and
energetic teaching staff, which could positively influence the practice of teacher leadership behaviors such as
teamwork, collaboration, and mentoring.
Highest Academic Qualification
Table 4: Academic Qualifications of Respondents
Qualification
Frequency
Percentage
Certificate
20
7.7%
Diploma
80
30.8%
Bachelor’s Degree
140
53.8%
Master’s Degree or Higher
20
7.7%
Total
260
100%
Table 4 presents the distribution of respondents by their highest academic qualifications. Out of the 260
respondents, 20 (7.7%) had a certificate, 80 (30.8%) had a diploma, 140 (53.8%) held a bachelor’s degree, and
20 (7.7%) had a master’s degree or higher.
The majority of respondents, 140 (53.8%), possess a bachelor’s degree, indicating that most teachers in
Sheema Municipality have attained a higher level of academic preparation. This high level of qualification
suggests that teachers are well-equipped to engage in leadership behaviors, contribute to school decision-
making, and enhance organizational effectiveness.
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Years Of Teaching Experience
Table 5 : Teaching Experience
Experience
Frequency
Percentage
Less than 5 years
50
19.2%
5–10 years
120
46.2%
More than 10 years
90
34.6%
Total
260
100%
Table 5 presents the distribution of respondents by teaching experience. Out of the 260 respondents, 50
(19.2%) had less than 5 years of teaching experience, 120 (46.2%) had between 5 and 10 years, and 90
(34.6%) had more than 10 years of experience.
The largest group of respondents, 120 (46.2%), has 5–10 years of teaching experience, indicating that the
majority of teachers in Sheema Municipality are moderately experienced. This level of experience is beneficial
for practicing teacher leadership behaviors, such as teamwork, collaboration, and mentoring, and it likely
contributes positively to organizational effectiveness in schools.
Position Held In School
Table 6: Position Held
Position
Frequency
Percentage
Subject Teacher
100
38.5%
Class Teacher
80
30.8%
Head of Department
40
15.4%
Deputy Head Teacher
30
11.5%
Other
10
3.8%
Total
260
100%
Table 6 presents the distribution of respondents by position held in school. Out of the 260 respondents, 100
(38.5%) were subject teachers, 80 (30.8%) were class teachers, 40 (15.4%) were heads of department, 30
(11.5%) were deputy head teachers, and 10 (3.8%) held other positions.
The majority of respondents, 100 (38.5%), are subject teachers, followed by class teachers (80, 30.8%),
indicating that most participants are directly involved in teaching and classroom management. The presence of
respondents in leadership roles such as heads of department and deputy head teachers also ensures that insights
were gathered from staff who actively participate in school decision-making and organizational leadership.
Teacher Leadership Behaviors In Primary Schools
This subsection addresses the first research objective: to analyze how teacher leadership behaviors, particularly
teamwork and collaboration, are practiced. Respondents rated ten statements on a 5-point Likert scale.
Frequencies, percentages, and mean scores are presented.
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Teacher Leadership Behaviors
Table 7 presents respondents’ perceptions of teacher leadership behaviors in primary schools in Sheema
Municipality.
Statement
1 SD
2 D
3 N
4 A
5 SA
Mean
B1. I take initiative to lead school-
related activities
5 (1.9%)
10
(3.8%)
30
(11.5%)
120
(46.2%)
95
(36.5%)
4.2
B2. I mentor and support fellow teachers
8 (3.1%)
15
(5.8%)
35
(13.5%)
110
(42.3%)
92
(35.4%)
4.0
B3. I participate actively in decision-
making
6 (2.3%)
12
(4.6%)
32
(12.3%)
115
(44.2%)
95
(36.5%)
4.1
B4. I encourage collaboration among
teachers
4 (1.5%)
8 (3.1%)
28
(10.8%)
120
(46.2%)
100
(38.5%)
4.3
B5. I take responsibility for solving
school problems
7 (2.7%)
10
(3.8%)
30
(11.5%)
120
(46.2%)
93
(35.8%)
4.0
B6. I communicate effectively with all
stakeholders
5 (1.9%)
12
(4.6%)
28
(10.8%)
125
(48.1%)
90
(34.6%)
4.1
B7. I provide guidance to students
outside academics
12
(4.6%)
20
(7.7%)
40
(15.4%)
110
(42.3%)
78 (30%)
3.8
B8. I lead by example professionally
4 (1.5%)
8 (3.1%)
30
(11.5%)
120
(46.2%)
98
(37.7%)
4.2
B9. I contribute to shaping school
vision/goals
6 (2.3%)
12
(4.6%)
35
(13.5%)
115
(44.2%)
92
(35.4%)
4.0
B10. I participate in teacher leadership
training
15
(5.8%)
20
(7.7%)
50
(19.2%)
110
(42.3%)
65 (25%)
3.7
For the statement “I take initiative to lead school-related activities (B1),” 5 respondents (1.9%) strongly
disagreed, 10 (3.8%) disagreed, 30 (11.5%) were neutral, 120 (46.2%) agreed, and 95 (36.5%) strongly agreed,
with a mean of 4.2. This shows that most teachers actively take initiative in leading school activities.
Regarding mentoring and supporting fellow teachers (B2), 8 respondents (3.1%) strongly disagreed, 15 (5.8%)
disagreed, 35 (13.5%) were neutral, 110 (42.3%) agreed, and 92 (35.4%) strongly agreed (mean = 4.0),
indicating that teachers frequently provide mentorship and support to colleagues.
For participation in decision-making (B3), 6 respondents (2.3%) strongly disagreed, 12 (4.6%) disagreed, 32
(12.3%) were neutral, 115 (44.2%) agreed, and 95 (36.5%) strongly agreed (mean = 4.1), showing that
teachers are actively involved in school-level decisions.
In the case of encouraging collaboration among teachers (B4), 4 respondents (1.5%) strongly disagreed, 8
(3.1%) disagreed, 28 (10.8%) were neutral, 120 (46.2%) agreed, and 100 (38.5%) strongly agreed (mean =
4.3), reflecting that teamwork and collaboration are highly practiced behaviors.
For taking responsibility for solving school problems (B5), 7 respondents (2.7%) strongly disagreed, 10 (3.8%)
disagreed, 30 (11.5%) were neutral, 120 (46.2%) agreed, and 93 (35.8%) strongly agreed (mean = 4.0),
indicating that teachers are proactive in addressing school issues.
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Regarding effective communication with all stakeholders (B6), 5 respondents (1.9%) strongly disagreed, 12
(4.6%) disagreed, 28 (10.8%) were neutral, 125 (48.1%) agreed, and 90 (34.6%) strongly agreed (mean = 4.1),
suggesting that communication is a key component of teacher leadership.
For providing guidance to students outside academics (B7), 12 respondents (4.6%) strongly disagreed, 20
(7.7%) disagreed, 40 (15.4%) were neutral, 110 (42.3%) agreed, and 78 (30%) strongly agreed (mean = 3.8),
indicating moderate engagement in non-academic student guidance.
Regarding leading by example professionally (B8), 4 respondents (1.5%) strongly disagreed, 8 (3.1%)
disagreed, 30 (11.5%) were neutral, 120 (46.2%) agreed, and 98 (37.7%) strongly agreed (mean = 4.2),
showing that teachers model professional behavior for others.
For contributing to shaping school vision/goals (B9), 6 respondents (2.3%) strongly disagreed, 12 (4.6%)
disagreed, 35 (13.5%) were neutral, 115 (44.2%) agreed, and 92 (35.4%) strongly agreed (mean = 4.0),
reflecting active participation in school planning and goal setting.
Finally, for participating in teacher leadership training (B10), 15 respondents (5.8%) strongly disagreed, 20
(7.7%) disagreed, 50 (19.2%) were neutral, 110 (42.3%) agreed, and 65 (25%) strongly agreed (mean = 3.7),
indicating moderate involvement in professional development activities. the results show that teacher
leadership behaviors—particularly teamwork, collaboration, initiative, and leading by example—are widely
practiced among teachers in Sheema Municipality. Engagement in mentoring, decision-making, and
professional development is also notable, although slightly lower in comparison, as reflected by the mean
scores ranging from 3.7 to 4.3.
Organizational Effectiveness In Primary Schools
This subsection presents findings on the second research objective: evaluating the level of organizational
effectiveness in schools. Respondents rated ten organizational indicators.
Organizational Effectiveness
Table 8 presents respondents’ perceptions of organizational effectiveness in primary schools in Sheema
Municipality.
Indicator
1 VE
2 IE
3 N
4 E
5 VE
Mean
C1. Communication Within School
5 (1.9%)
8 (3.1%)
30
(11.5%)
120
(46.2%)
97
(37.3%)
4.1
C2. Decision-Making Is
Inclusive/Transparent
6 (2.3%)
12
(4.6%)
35
(13.5%)
115
(44.2%)
92
(35.4%)
4.0
C3. Teaching And Learning Activities
Well Organized
4 (1.5%)
10
(3.8%)
28
(10.8%)
125
(48.1%)
93
(35.8%)
4.2
C4. School Has Clear Goals/Visions
6 (2.3%)
12
(4.6%)
32
(12.3%)
120
(46.2%)
90
(34.6%)
4.0
C5. Staff Morale/Motivation High
10
(3.8%)
15
(5.8%)
35
(13.5%)
110
(42.3%)
90
(34.6%)
3.8
C6. Teachers Receive Sufficient Support
8 (3.1%)
12
(4.6%)
35
(13.5%)
115
(44.2%)
90
(34.6%)
3.9
C7. School Evaluates Performance
Regularly
7 (2.7%)
15
(5.8%)
35
(13.5%)
115
(44.2%)
88
(33.8%)
3.9
C8. Staff Collaborate To Achieve
5 (1.9%)
10
28
120
97
4.1
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Objectives
(3.8%)
(10.8%)
(46.2%)
(37.3%)
C9. Resource Allocation Effective
10
(3.8%)
15
(5.8%)
35
(13.5%)
110
(42.3%)
90
(34.6%)
3.8
C10. School Environment Supports
Teaching
6 (2.3%)
12
(4.6%)
32
(12.3%)
115
(44.2%)
95
(36.5%)
4.0
For communication within the school (C1), 5 respondents (1.9%) rated it very ineffective, 8 (3.1%) ineffective,
30 (11.5%) neutral, 120 (46.2%) effective, and 97 (37.3%) very effective (mean = 4.1), indicating that
communication in schools is generally timely and clear.
Regarding inclusive and transparent decision-making (C2), 6 respondents (2.3%) strongly disagreed, 12 (4.6%)
disagreed, 35 (13.5%) were neutral, 115 (44.2%) agreed, and 92 (35.4%) strongly agreed (mean = 4.0),
showing that most schools involve staff in decision-making processes.
For well-organized teaching and learning activities (C3), 4 respondents (1.5%) rated it very ineffective, 10
(3.8%) ineffective, 28 (10.8%) neutral, 125 (48.1%) effective, and 93 (35.8%) very effective (mean = 4.2),
suggesting that instructional activities are efficiently managed.
Regarding having clear goals and visions (C4), 6 respondents (2.3%) rated it very ineffective, 12 (4.6%)
ineffective, 32 (12.3%) neutral, 120 (46.2%) effective, and 90 (34.6%) very effective (mean = 4.0), reflecting
that schools largely operate with clear strategic direction.
For staff morale and motivation (C5), 10 respondents (3.8%) rated it very ineffective, 15 (5.8%) ineffective, 35
(13.5%) neutral, 110 (42.3%) effective, and 90 (34.6%) very effective (mean = 3.8), indicating moderate levels
of motivation among staff.
Concerning teacher support from leadership (C6), 8 respondents (3.1%) rated it very ineffective, 12 (4.6%)
ineffective, 35 (13.5%) neutral, 115 (44.2%) effective, and 90 (34.6%) very effective (mean = 3.9), showing
that teachers generally feel supported by school leaders.
For regular school performance evaluations (C7), 7 respondents (2.7%) rated it very ineffective, 15 (5.8%)
ineffective, 35 (13.5%) neutral, 115 (44.2%) effective, and 88 (33.8%) very effective (mean = 3.9), suggesting
that schools periodically assess their performance to improve effectiveness.
Regarding staff collaboration to achieve objectives (C8), 5 respondents (1.9%) rated it very ineffective, 10
(3.8%) ineffective, 28 (10.8%) neutral, 120 (46.2%) effective, and 97 (37.3%) very effective (mean = 4.1),
reflecting strong teamwork among staff.
For resource allocation effectiveness (C9), 10 respondents (3.8%) rated it very ineffective, 15 (5.8%)
ineffective, 35 (13.5%) neutral, 110 (42.3%) effective, and 90 (34.6%) very effective (mean = 3.8), showing
moderate efficiency in distributing teaching materials and finances.
Finally, regarding school environment supporting teaching and learning (C10), 6 respondents (2.3%) rated it
very ineffective, 12 (4.6%) ineffective, 32 (12.3%) neutral, 115 (44.2%) effective, and 95 (36.5%) very
effective (mean = 4.0), indicating that the learning environment is largely conducive to effective teaching. The
findings indicate that primary schools in Sheema Municipality demonstrate high levels of organizational
effectiveness, particularly in communication, teaching and learning organization, collaboration, and clear
school goals. Areas such as staff morale and resource allocation show moderate effectiveness, suggesting some
scope for improvement to further enhance overall school performance.
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Perceived Impact Of Teacher Leadership On Organizational Effectiveness
This subsection addresses the third research objective, examining how teacher leadership is perceived to
influence school effectiveness.
Table 9: Perceived Impact of Teacher Leadership
Statement
1 SD
2 D
3 N
4 A
5 SA
Mean
D1. Improves decision-making
6
(2.3%)
10
(3.8%)
30
(11.5%)
120
(46.2%)
94 (36.2%)
4.1
D2. Schools perform better
academically
5
(1.9%)
8 (3.1%)
28
(10.8%)
120
(46.2%)
99 (38.1%)
4.2
D3. Enhances teamwork and
collaboration
4
(1.5%)
6 (2.3%)
28
(10.8%)
120
(46.2%)
102
(39.2%)
4.3
D4. Students benefit more
6
(2.3%)
10
(3.8%)
30
(11.5%)
120
(46.2%)
94 (36.2%)
4.0
D5. Operations more efficient
5
(1.9%)
8 (3.1%)
28
(10.8%)
120
(46.2%)
99 (38.1%)
4.1
Table 9 presents respondents’ perceptions of the impact of teacher leadership on organizational effectiveness
in primary schools in Sheema Municipality.
For the statement “Teacher leadership improves decision-making (D1),” 6 respondents (2.3%) strongly
disagreed, 10 (3.8%) disagreed, 30 (11.5%) were neutral, 120 (46.2%) agreed, and 94 (36.2%) strongly agreed,
with a mean of 4.1. This indicates that teacher leadership positively influences school decision-making
processes.
Regarding “Schools with strong teacher leaders perform better academically (D2),” 5 respondents (1.9%)
strongly disagreed, 8 (3.1%) disagreed, 28 (10.8%) were neutral, 120 (46.2%) agreed, and 99 (38.1%) strongly
agreed (mean = 4.2), suggesting that effective teacher leadership is associated with improved academic
performance.
For “Teacher leadership enhances teamwork and collaboration (D3),” 4 respondents (1.5%) strongly disagreed,
6 (2.3%) disagreed, 28 (10.8%) were neutral, 120 (46.2%) agreed, and 102 (39.2%) strongly agreed (mean =
4.3), reflecting that teacher leadership strongly fosters collaborative practices among staff.
Regarding “Students benefit more when teachers take leadership roles (D4),” 6 respondents (2.3%) strongly
disagreed, 10 (3.8%) disagreed, 30 (11.5%) were neutral, 120 (46.2%) agreed, and 94 (36.2%) strongly agreed
(mean = 4.0), indicating that active teacher leadership positively impacts student outcomes.
For “School operations are more efficient with active teacher leadership (D5),” 5 respondents (1.9%) strongly
disagreed, 8 (3.1%) disagreed, 28 (10.8%) were neutral, 120 (46.2%) agreed, and 99 (38.1%) strongly agreed
(mean = 4.1), suggesting that teacher leadership contributes to efficient school operations. The findings show
that teacher leadership is perceived to have a strong positive impact on organizational effectiveness,
particularly in enhancing teamwork, academic performance, decision-making, and operational efficiency. The
mean scores, ranging from 4.0 to 4.3, reflect that the majority of teachers recognize the benefits of active
leadership within their schools.
Relationship Between Teacher Leadership Behaviors And Organizational Effectiveness
To determine the relationship, Pearson’s correlation was computed using responses from Sections B, C, and D.
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Table 10: Correlation Between Teacher Leadership Behaviors (IVs) and Organizational Effectiveness (DVs)
Independent
Variables (IVs)
Academic
Achievement (DV)
Teacher Satisfaction
(DV)
Student Attendance/Enrollment
(DV)
Instructional
Leadership
0.68**
0.62**
0.60**
Mentoring & Coaching
0.65**
0.66**
0.58**
Teamwork &
Collaboration
0.72**
0.70**
0.69**
Table 10 presents the Pearson correlation coefficients between teacher leadership behaviors (independent
variables) and organizational effectiveness (dependent variables) in primary schools in Sheema Municipality.
Regarding instructional leadership, the correlation with academic achievement is 0.68, with teacher satisfaction
is 0.62, and with student attendance/enrollment is 0.60. These positive correlations, all statistically significant
at the 0.01 level (p < 0.01), indicate that teachers who demonstrate strong instructional leadership tend to
enhance academic performance, increase teacher satisfaction, and improve student attendance.
For mentoring and coaching, the correlations are 0.65 with academic achievement, 0.66 with teacher
satisfaction, and 0.58 with student attendance/enrollment. The results suggest that mentoring and coaching by
teachers positively influences all aspects of organizational effectiveness, promoting both staff development and
student engagement.
Teamwork and collaboration show the strongest correlations: 0.72 with academic achievement, 0.70 with
teacher satisfaction, and 0.69 with student attendance/enrollment. These findings indicate that collaborative
teacher leadership has the most substantial impact on school effectiveness, highlighting the importance of
cooperative practices in enhancing academic outcomes, teacher morale, and student participation. The results
demonstrate a significant positive relationship between teacher leadership behaviors and organizational
effectiveness. Among the leadership behaviors, teamwork and collaboration have the strongest influence,
followed by instructional leadership and mentoring/coaching. This underscores the critical role of active and
collaborative teacher leadership in improving the overall performance of primary schools in Sheema
Municipality.
Regression Analysis
Regression analysis was conducted to determine the predictive relationship between teacher leadership
behaviors (independent variables) and organizational effectiveness (dependent variables) in primary schools in
Sheema Municipality. The analysis used multiple linear regression, with the model expressed as:
Model Summary
Table 11: Model Summary of Regression Analysis
Model
R
R²
Adjusted R²
Std. Error of the Estimate
1
0.78
0.61
0.60
0.42
The R-value (0.78) indicates a strong correlation between teacher leadership behaviors and organizational
effectiveness, The R² (0.61) shows that 61% of the variance in organizational effectiveness is explained by the
independent variables. The remaining 39% of variance may be influenced by other factors not included in the
model.
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Anova (Significance Of The Regression Model)
Table 11: ANOVA for Regression Model
Model
Sum of Squares
df
Mean Square
F
Sig.
Regression
52.34
3
17.45
98.76
0.000**
Residual
33.42
256
0.13
Total
85.76
259
The F-value (98.76) and p-value (0.000) indicate that the regression model is statistically significant at p <
0.01.This implies that teacher leadership behaviors collectively have a significant effect on organizational
effectiveness in primary schools.
Regression Coefficients
Table 12: Regression Coefficients
Independent Variable
B (Unstandardized)
Std. Error
Beta (Standardized)
t
Sig.
(Constant)
0.85
0.12
7.08
0.000**
Instructional Leadership
0.28
0.05
0.30
5.60
0.000**
Mentoring & Coaching
0.25
0.06
0.27
4.17
0.000**
Teamwork & Collaboration
0.33
0.05
0.34
6.60
0.000**
Table 12 presents the results of the multiple regression analysis examining the effect of teacher leadership
behaviors on organizational effectiveness in primary schools in Sheema Municipality.
The constant (intercept) is 0.85 with a significance value of 0.000, indicating that when all independent
variables are zero, organizational effectiveness would start at 0.85 units.
For instructional leadership, the unstandardized coefficient (B) is 0.28, the standardized beta (β) is 0.30, with a
t-value of 5.60 and a significance of 0.000. This implies that instructional leadership has a positive and
statistically significant effect on organizational effectiveness. Specifically, a one-unit increase in instructional
leadership is associated with a 0.28-unit increase in organizational effectiveness, holding other factors
constant.
Mentoring and coaching has a B of 0.25, β of 0.27, t = 4.17, and p = 0.000, indicating a significant positive
effect. This shows that teacher mentoring and coaching contributes substantially to improving organizational
effectiveness.
Teamwork and collaboration shows the strongest influence, with a B of 0.33, β of 0.34, t = 6.60, and p = 0.000.
This indicates that promoting collaboration among teachers has the largest impact on enhancing school
performance, teacher satisfaction, and student attendance.
All three teacher leadership behaviors—instructional leadership, mentoring & coaching, and teamwork &
collaboration—significantly and positively predict organizational effectiveness in primary schools. Among
them, teamwork and collaboration exert the greatest influence, followed by instructional leadership and
mentoring/coaching. These findings suggest that fostering collaborative and participative leadership among
teachers is essential for improving academic outcomes, staff morale, and student engagement in Sheema
Municipality schools.
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Hypotheses Testing
Hypothesis 1: There are consistent patterns in how teacher leadership behaviors are practiced in primary
schools in Sheema Municipality.
The study findings revealed that teacher leadership behaviors—such as instructional leadership, mentoring and
coaching, and teamwork and collaboration—are consistently practiced among teachers in Sheema
Municipality. The descriptive analysis showed high engagement in these behaviors, particularly teamwork and
collaboration, which was rated most frequently as “agree” or “strongly agree” in the Likert-scale responses.
Based on these findings, Hypothesis 1 is accepted, confirming that teacher leadership behaviors are applied in
consistent patterns across the schools.
Hypothesis 2: The level of organizational effectiveness in primary schools in Sheema Municipality is low.
The study findings revealed that organizational effectiveness is generally high in primary schools within the
municipality. Communication, teaching and learning organization, decision-making processes, and staff
collaboration received high mean ratings, while only staff morale and resource allocation were moderately
rated. These results indicate that schools maintain effective organizational practices. Therefore, Hypothesis 2
is rejected, as the evidence demonstrates that the level of organizational effectiveness is not low.
Hypothesis 3: There is a significant relationship between teacher leadership behaviors and organizational
effectiveness in primary schools in Sheema Municipality.
The correlation analysis (Table 4.9) revealed statistically significant positive relationships between teacher
leadership behaviors and organizational effectiveness. Instructional leadership correlated with academic
achievement (r = 0.68), teacher satisfaction (r = 0.62), and student attendance/enrollment (r = 0.60). Mentoring
and coaching correlated with academic achievement (r = 0.65), teacher satisfaction (r = 0.66), and student
attendance/enrollment (r = 0.58). Teamwork and collaboration had the strongest correlations with academic
achievement (r = 0.72), teacher satisfaction (r = 0.70), and student attendance/enrollment (r = 0.69), all
significant at p < 0.01. The regression analysis further confirmed that teacher leadership behaviors collectively
predict organizational effectiveness (R = 0.78, R² = 0.61), with teamwork and collaboration having the largest
standardized beta coefficient (β = 0.34), followed by instructional leadership (β = 0.30) and
mentoring/coaching (β = 0.27), all significant at p < 0.01. Based on these results, Hypothesis 3 is accepted,
indicating a strong, positive, and statistically significant relationship between teacher leadership behaviors and
organizational effectiveness.
CONCLUSION
The study concluded that teacher leadership behaviors in primary schools in Sheema Municipality play a
critical role in shaping a positive and productive school environment. Teachers frequently demonstrate
leadership behaviors, particularly teamwork, collaboration, and initiative-taking, which foster a culture of
shared responsibility, professional engagement, and proactive problem-solving. Organizational effectiveness in
these schools is generally high, especially in communication, collaborative practices among staff, organization
of teaching and learning activities, and adherence to clear goals and visions, although staff morale and resource
allocation were observed at moderate levels, indicating areas for further improvement. Teacher leadership
significantly impacts school operations by enhancing decision-making processes, improving academic
performance, fostering teamwork and collaboration, and promoting efficient management of school activities.
Among the various teacher leadership behaviors, teamwork and collaboration have the most substantial
influence on organizational effectiveness, followed by instructional leadership and mentoring/coaching,
highlighting the importance of cooperative and participatory leadership practices in optimizing school
outcomes, teacher satisfaction, and student engagement. Overall, the study concluded that integrating strong
teacher leadership behaviors into school management processes is vital for sustaining high organizational
effectiveness and creating an environment conducive to both teaching excellence and student success in
Sheema Municipality.
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RECOMMENDATIONS
Based on the study findings, the following recommendations were made:
The study recommends that school administrators strengthen teacher collaboration by encouraging and
facilitating teamwork among teachers through joint planning, peer mentoring, and collaborative professional
development programs. Such initiatives would foster a culture of shared responsibility and enhance overall
school effectiveness.
The study recommends promoting leadership training for teachers, ensuring they are supported to attend
programs that enhance their instructional leadership, mentoring, and coaching skills. This would equip teachers
with the necessary competencies to lead effectively and contribute to improved school outcomes.
The study recommends enhancing staff motivation by implementing strategies that boost morale, including
recognition programs, participatory decision-making, and other incentives. Motivated staff are more likely to
engage actively in school activities and support organizational goals.
The study recommends optimizing resource allocation, with school authorities ensuring that teaching and
learning resources are distributed effectively to maximize school performance. Adequate and well-managed
resources are critical for supporting instructional activities and improving student learning outcomes.
The study recommends that the Ministry of Education and local education authorities integrate teacher
leadership development into school improvement policies. This policy focus would strengthen organizational
effectiveness, enhance academic performance, and ensure sustainable improvements in primary schools.
REFERENCES
1. Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage
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2. Bush, T., & Glover, D. (2023). Leadership development: Experience from South Africa. Leadership and
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3. Bush, T., & Glover, D. (2021). School leadership models: What do we know? School Leadership &
Management, 34(5), 553–571.
4. Danielson, C. (2006). Teacher leadership that strengthens professional practice. ASCD.
5. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2017). Implications for
educational practice of the science of learning and development. Applied Developmental Science, 21(3),
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6. Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–
1080.
7. Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school.
Teachers College Press.
8. Ingersoll, R. (2022). Short on power, long on responsibility. Educational Leadership, 65(1), 20–25.
9. Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as
leaders (3rd ed.). Corwin Press.
10. Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2008). Seven strong claims about
successful school leadership. School Leadership and Management, 28(1), 27–42.
11. Leithwood, K., & Seashore-Louis, K. (2012). Linking leadership to student learning. Jossey-Bass.
12. Mulford, B. (2023). School leaders: Changing roles and impact on teacher and school effectiveness.
OECD.
https://www.oecd.org/education/school/1903688.pdf
13. OECD. (2013). Teaching and Learning International Survey (TALIS). OECD Publishing.
https://doi.org/10.1787/9789264196261-en
14. Robinson, V. M., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying
what works and why. Best Evidence Synthesis Iteration [BES]. Ministry of Education.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XIV October 2025 | Special Issue on Management
Page 2716
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15. Smylie, M. A., & Denny, J. W. (1990). Teacher leadership: Tensions and ambiguities in organizational
perspective. Educational Administration Quarterly, 26(3), 235–259.
16. Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
17. Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A
review of the literature. Review of Educational Research, 87(1), 134–171.
18. York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two
decades of scholarship. Review of Educational Research, 74(3), 255–316.
REFERENCES
19. Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage
Foundation.
20. Bush, T., & Glover, D. (2023). Leadership development: Experience from South Africa. Leadership and
Policy in Schools, 2(1), 59–73.
21. Bush, T., & Glover, D. (2021). School leadership models: What do we know? School Leadership &
Management, 34(5), 553–571.
22. Danielson, C. (2006). Teacher leadership that strengthens professional practice. ASCD.
23. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2017). Implications for
educational practice of the science of learning and development. Applied Developmental Science, 21(3),
97–140.
24. Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–
1080.
25. Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school.
Teachers College Press.
26. Ingersoll, R. (2022). Short on power, long on responsibility. Educational Leadership, 65(1), 20–25.
27. Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as
leaders (3rd ed.). Corwin Press.
28. Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2008). Seven strong claims about
successful school leadership. School Leadership and Management, 28(1), 27–42.
29. Leithwood, K., & Seashore-Louis, K. (2012). Linking leadership to student learning. Jossey-Bass.
30. Mulford, B. (2023). School leaders: Changing roles and impact on teacher and school effectiveness.
OECD.
https://www.oecd.org/education/school/1903688.pdf
31. OECD. (2013). Teaching and Learning International Survey (TALIS). OECD Publishing.
https://doi.org/10.1787/9789264196261-en
32. Robinson, V. M., Hohepa, M., & Lloyd, C. (2009). School leadership and student outcomes: Identifying
what works and why. Best Evidence Synthesis Iteration [BES]. Ministry of Education.
33. Smylie, M. A., & Denny, J. W. (1990). Teacher leadership: Tensions and ambiguities in organizational
perspective. Educational Administration Quarterly, 26(3), 235–259.
34. Spillane, J. P. (2006). Distributed leadership. Jossey-Bass.
35. Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A
review of the literature. Review of Educational Research, 87(1), 134–171.
36. York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two
decades of scholarship. Review of Educational Research, 74(3), 255–316.