Change-Oriented Leadership Behaviour and Management of Curriculum Changes in Lower Secondary Schools in Uganda

Abstract

This study critically examined the effect of headteachers’ change-oriented leadership behaviors in managing curriculum changes in secondary schools within Uganda’s Karamoja sub-region, a challenging educational environment. Adopting a pragmatic paradigm, the study utilized a convergent parallel mixed-methods design, integrating qualitative and quantitative approaches. Grounded in Path-Goal Leadership Theory, the research addressed three objectives: (i) evaluating the current status of headteachers’ change-oriented leadership practices, (ii) assessing the extent of curriculum change management, and (iii) determining the effect of such leadership behaviors on curriculum management. Data were collected from 23 secondary schools using self-administered questionnaires and semi-structured interviews. A stratified purposive sample of 247 participants included Ministry of Education officials, headteachers, deputy headteachers, directors of studies, and teachers. Quantitative data were analyzed using descriptive and inferential statistics (linear regression), while qualitative data underwent thematic analysis. Results revealed that headteachers’ change-oriented leadership behaviors emphasizing vision-setting, stakeholder empowerment, and adaptive problem-solving explained 16.3% of the variance in effective curriculum change management (adjusted R² = 0.163, p < .001). Qualitative insights highlighted collaborative decision-making and innovation as crucial for navigating reforms. However, institutional rigidity and bureaucratic inertia emerged as persistent barriers. The study concluded that despite a significant positive relationship, the moderate effect size (16.3%) indicated a need for complementary strategies. Recommendations prioritize institutional reforms, including targeted professional development programs to cultivate change-oriented competencies among school leaders. Concurrently, schools should adopt flexible organizational structures that democratize curriculum planning and incentivize teacher participation. These findings contribute to global discourses on educational leadership in resource-constrained settings, advocating for context-sensitive models.