Effect of leadership behaviour in management of curriculum changes in the lower secondary schools in Karamoja Sub-Region, North Eastern Uganda

Abstract

Ongoing education reforms in under-resourced and culturally unique contexts, such as the Karamoja sub-region of North Eastern Uganda, have highlighted limited empirical evidence on how specific leadership behaviours influence curriculum change management. This study examined the effect of relation-oriented, task-oriented, and change-oriented leadership behaviours on curriculum change management, while exploring the mediating role of organizational climate. Guided by the Path-Goal Theory and Transformational Leadership Theory, the study adopted a pragmatic research paradigm and employed a convergent parallel mixed-methods design, integrating quantitative and qualitative approaches. The study population comprised 247 participants, including headteachers, deputy headteachers, directors of studies, teachers, and officials from the National Curriculum Development Centre and the Ministry of Education and Sports. Data were collected from 23 secondary schools (5 private and 18 government-aided) selected using a clustered sampling technique. A sample of 228 teachers completed self-administered questionnaires, while in-depth interviews were conducted with key school leaders and officials using purposive and stratified sampling.Quantitative data were analyzed using descriptive and inferential statistics, including regression analysis, while qualitative data were analyzed thematically. Findings indicated that teachers perceived moderate leadership support for curriculum change, with gaps in communication and collaborative planning. Regression results revealed that relation-oriented leadership significantly influenced curriculum management (β = .229; p < .05), task-oriented leadership accounted for 22.5% of the variance (β = .225; p < .05), and change-oriented leadership had a significant positive effect (β = .167; p < .05). Organizational climate mediated the relationship, explaining 15.7% of the variance. Qualitative findings highlighted that effective leadership fosters teacher motivation, collaboration, and adaptability, emphasizing clear communication, shared decision-making, and professional development.The study concluded that headteachers’ leadership behaviours are critical to effective curriculum change management. Recommendations include adopting the Management of Curriculum Change Enhancement Model (MaCCEM), strengthening leadership training focused on communication and collaboration, and promoting relation-oriented leadership practices to enhance curriculum implementation.