Participatory management and teacher commitment in government-aided secondary schools in Bukedea district, Uganda.
| dc.contributor.author | Okiring, Godfrey | |
| dc.date.accessioned | 2026-09-23T07:55:12Z | |
| dc.date.available | 2026-09-23T07:55:12Z | |
| dc.date.issued | 2026 | |
| dc.description | Dissertation | |
| dc.description.abstract | Teacher commitment is important to the capacity of schools to sustain professional effort, participation in school activities and progress toward institutional goals. This study examined the relationship between participatory management and perceived behavioural manifestations of teacher commitment in five government-aided secondary schools in Bukedea District, Uganda. Specifically, the study sought to (i) establish the influence of delegation of authority on teacher commitment, (ii) investigate the influence of shared decision-making on teacher commitment, and (iii) determine the influence of collaborative leadership on teacher commitment. A quantitative-dominant convergent mixed-methods design was adopted within a correlational cross-sectional framework. Quantitative data were collected using a structured seven-point Likert-scale questionnaire, while qualitative data were obtained through semi structured interviews with school administrators. The planned sample comprised 364 participants: 339 questionnaire respondents and 25 administrators. The achieved sample consisted of 324 usable questionnaires and 17 administrator interviews. The questionnaire's content validity was satisfactory, with an overall Content Validity Index (CVI) of 0.88; CVI values were 0.83 for delegation of authority, 0.83 for shared decision-making, 1.00 for collaborative leadership and 0.83 for teacher commitment. The reported overall internal consistency coefficient for the 24 questionnaire items was Cronbach's α = .999. However, construct-specific reliability coefficients were not available in the archived dissertation and were therefore not fabricated. Quantitative data were analyzed using frequencies, percentages, means, standard deviations, Spearman's rank correlation, simple linear regression and ANOVA at α = .01. Qualitative interview data were analyzed thematically and integrated with the quantitative findings at the interpretation stage. For Objective One, delegation of authority was implemented at a fairly good level (M = 4.46, SD = 1.994) and had a statistically significant positive association with teacher commitment (rₛ = .995, p < .001), with the separate simpleregression model reporting R² = .968. For Objective Two, shared decision-making was implemented at a fair/moderate level (M = 4.42, SD = 1.959) and was positively associated with teacher commitment (rₛ = .995, p < .001), with R² = .975. For Objective Three, collaborative leadership was implemented at a fair/moderate level (M = 4.36, SD = 2.022) and showed the strongest reported association (rₛ = .996, p < .001), with R² = .978 in the separate simple-regression model. Perceived behavioral manifestations of teacher commitment recorded an overall mean of 3.95 (SD = 1.995). Administrator interviews explained the quantitative patterns through trust, autonomy, ownership, consultation and teamwork, while also identifying inconsistent participation, limited autonomy and responsibility without equivalent decision-making authority. The study concludes that participatory-management practices were positively associated with perceived behavioral manifestations of teacher commitment in the selected schools. The evidence suggests that participation is more meaningful when teachers receive genuine voice, appropriate autonomy, trust and shared responsibility rather than merely additional duties or symbolic consultation. The study recommends that school leaders strengthen delegation by matching responsibility with decision-making authority and support; institutionalize timely and transparent teacher participation in major decisions; and strengthen collaborative leadership through joint planning, professional dialogue, trust-building, clear roles and feedback. Because the study was cross-sectional and the questionnaire did not separately measure affective, continuance and normative commitment, the findings should be interpreted as associations involving perceived behavioral manifestations of commitment rather than definitive causal effects or dimension specific psychological commitment. | |
| dc.description.sponsorship | Dr. Ssali Muhammadi Bisaso ; Busitema University | |
| dc.identifier.citation | Okiring, G. (2026). Participatory management and teacher commitment in government-aided secondary schools in Bukedea district, Uganda. [Unpublished dissertation]. Busitema University. | |
| dc.identifier.uri | https://bdears.busitema.ac.ug/handle/123456789/9618 | |
| dc.language.iso | en | |
| dc.publisher | Busitema University | |
| dc.title | Participatory management and teacher commitment in government-aided secondary schools in Bukedea district, Uganda. | |
| dc.type | Other |