Browsing by Author "Mulabbi, Barbra"

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    Instructional leadership practices and the implementation of the competence-based curriculum : a case study of selected government-aided secondary schools in Jinja district.
    (Busitema University, 2026) Mulabbi, Barbra
    This study examined the influence of instructional leadership practices on the implementation of the Competence-Based Curriculum (CBC) in three purposively selected government-aided secondary schools in Jinja District, Uganda. Anchored in Hallinger’s Principal Instructional Management Rating Scale (PIMRS) and Fullan’s Theory of Educational Change, the study adopted a sequential explanatory mixed-methods design. Stratified random sampling was used to select 86 teachers for the quantitative strand, while 20 key informants were purposively selected for the qualitative strand until data saturation was reached. Data were collected using a structured questionnaire, semi-structured interviews, non-participant classroom observations, and document analysis. Quantitative data were analysed using descriptive statistics, Pearson correlation (preliminary), and linear and multiple regression analyses in SPSS Version 26, while qualitative data were analysed through reflexive thematic analysis. Findings revealed moderate levels of instructional leadership practices, with composite means of 3.38 for instructional supervision and support, 3.34 for professional development coordination, and 3.38 for utilisation of teaching learning resources. Pearson correlation (used as a preliminary test) indicated strong positive relationships with CBC implementation (r = 0.68, 0.62, and 0.59, respectively, p < .001). Regression analyses confirmed that instructional supervision was the strongest predictor (β = 0.412, p < .001); the three dimensions together explained 55.1% of the variance in CBC implementation (R² = 0.551). Qualitative findings corroborated the quantitative results, revealing that supervision was largely compliance-oriented, professional development was disjointed and externally initiated, and chronic resource shortages constrained the practical delivery of CBC. One school demonstrated relatively stronger leadership practices and correspondingly higher CBC implementation. The study concludes that instructional leadership is a critical facilitator of the successful implementation of the Competence-Based Curriculum in resource-constrained settings. It recommends the institutionalisation of developmental supervision, the establishment of sustained school-based professional development programmes, and proactive resource mobilisation by school leaders, district education offices, and the Ministry of Education and Sports. The findings validate and contextualise Hallinger’s PIMRS and Fullan’s Theory of Educational Change within Uganda’s post-2020 curriculum reform landscape and contribute to theory and practice in educational leadership in sub-Saharan Africa.