Head Teachers’ Laissez-Faire Management Practices and Teacher Performance in Private Secondary Schools in Rwampara District, Uganda

This study examined the relationship between head teachers’ laissez-faire management practices and teacher performance in private secondary schools in Rwampara District, Uganda. Specifically, the study investigated the influence of delegation of duties, control mechanisms, and decision-making freedom on teacher performance. The study was guided by Transformational Leadership Theory and adopted a cross-sectional mixed-methods research design. The study population comprised 137 participants, including teachers, deputy headteachers, headteachers, Parent Teacher Association (PTA) chairpersons, the District Education Officer, the Inspector of Schools, and chairpersons of Boards of Directors. A sample of 111 respondents was planned, using simple random sampling for teachers and purposive sampling for key informants. Quantitative data were collected using structured questionnaires, while qualitative data were obtained through semi-structured interviews. Quantitative data were analysed using descriptive statistics, Pearson Product-Moment Correlation, and multiple regression analysis, while qualitative data were analysed thematically. The reported correlation and regression analyses were based on 85 teacher responses. The findings revealed positive and statistically significant relationships between delegation of duties and teacher performance indicators, with correlation coefficients ranging from 0.672 to 0.698. Control mechanisms were also positively correlated with teacher performance, with coefficients ranging from 0.608 to 0.623, while decision-making freedom recorded coefficients ranging from 0.635 to 0.651. Multiple regression analysis showed that delegation of duties (β = 0.354, p < 0.001), control mechanisms (β = 0.312, p < 0.001), and decision-making freedom (β = 0.328, p < 0.001) were significant positive predictors of teacher performance. The model explained 61.3% of the variation in teacher performance (R² = 0.613). The study concludes that effective delegation, appropriate supervision, and teacher participation in decision-making are important correlates of teacher performance in private secondary schools. It recommends that headteachers balance professional autonomy with clear expectations, supportive supervision, and accountability mechanisms.

Laissez-faire management, delegation of duties, control mechanisms, decision-making freedom, teacher performance, private secondary schools, Rwampara District, Uganda.

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