Headteacher visibility and perceptions of head-teacher trustworthiness: Perspectives of ugandan secondary teachers

Abstract

Although many countries have made improvements in educational access and equity, most continue to struggle with providing a high quality education that prepares students for the future (UNESCO 2005). Uganda is one such country. Having made substantial strides in improving educational access and equity through Universal Primary Education (UPE) and Universal Secondary Education (USE), Uganda continues searching for additional ways to improve educational quality, which is “at the heart of education” (UNESCO 2000, p. 17). Among other necessities, “the development of quality education must be supported by effective management at all levels” (UNESCO 2000, p. 32). Existing literature “points clearly to the importance of strong educational leadership in improving learning outcomes and creating a culture of school development” (UNESCO 2005, p. 174). But in spite of this positive message of globalization, school leaders in Uganda and elsewhere are receiving mixed messages about globalization (Leithwood et al. 2004, p. 14).