Authors : Vitus Binomugisha Ayebazibwe

Volume/Issue : Volume 11 - 2026, Issue 5 - May

Google Scholar : https://tinyurl.com/ye228xjp

Scribd : https://tinyurl.com/5d7p289p

DOI : https://doi.org/10.38124/ijisrt/26May1075

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study aimed to establish the influence of school leadership on teacher commitment in secondary schools in Bukomansimbi district in Uganda. The study was guided by the following objectives: to determine the influence of collaborative decision-making on teacher commitment, to establish the influence of professional development on teacher commitment, and to assess the influence of the work environment on teacher commitment in secondary schools in Bukomansimbi district. The study employed both cross-sectional research design, adopting a mixed-methods approach. Data were collected from 134 respondents, including 130 who completed structured questionnaires and 4 headteachers who were interviewed. The data were coded, organized, and entered into SPSS Version 21 for analysis using descriptive statistics, correlation, and regression techniques. Qualitative data were summarized, themes identified, and content analysis conducted. The results of the linear regression analysis showed that collaborative decision-making (β=0.294, p=0.001), professional development (β=0.221, p=0.032), and the work environment (β=0.278, p=0.006) all had a positive and significant impact on teacher commitment. The regression model indicated a strong overall relationship (R=0.704, R²=0.495), suggesting that 49.5% of the variation in teacher commitment could be explained by Collaborative Decision Making, Professional Development, and Work Environment. This is supported by one of the headteachers, who noted that, “The school provides refresher courses/ sessions to teachers, like the mind-setting sessions and pedagogical workshops aligned with the new competence curriculum to enhance and improve teacher delivery and performance in the school. The school also sends representatives in case of external seminars organized by both the Ministry of Education and Sports and other private educational organizations like SESEMAT, and those teachers are facilitated fully in terms of transport and welfare.” The study concluded that collaborative decision-making, professional development, and the work environment are significant predictors of teacher commitment in government-aided secondary schools in Bukomansimbi District and teacher commitment is not purely intrinsic but can be nurtured through deliberate leadership practices. The study recommended that school leaders involve teachers in strategic and operational decision-making processes that affect school operations. Furthermore, emphasis should be placed on professional development programs and investments made to create a conducive environment that motivates teachers to remain committed and dedicated to their profession.

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