Instructional Leadership and Lecturers’ Job Performance in Public Universities in Uganda

Abstract

Uganda's public universities are still grappling with the challenge of lecturers' job underperformance. While a growing body of research has identified various factors to explain this underperformance, it has not paid much attention to the analysis of whether instructional leadership is among the causes and if it can provide a solution to this challenge. Therefore, this study provides this analysis. The study employed a cross-sectional correlational survey involving collection of questionnaire data from 341 lecturers and 35 heads of departments (instructional leaders) selected from Makerere University and Kyambogo University using stratified sampling. The data was analysed using descriptive, data transformation, and linear regression analysis. Findings established instructional leadership as a positive and significant predictor of lecturers' job performance. These findings suggest that improving instructional leadership by availing lecturers with adequate instructional resources and supervising and monitoring them effectively can improve their job performance. Accordingly, the study recommends to the management of Uganda's public universities to stock sufficient teaching resources and to ensure that their heads of departments play their supervisory and monitoring roles effectively.

Provosts’ Quality Assurance Strategies and Lecturers’ Job Performance in Colleges of Education in Kwara State, Nigeria

“…The results of research question two showed that teachers in Kwara State, Nigeria, performed at a high level in their jobs, with an average mean of 2.97. The mean values related to the overall evaluation of lecturers' job performance were at a high level, are consistent with this observation (Namutebi, 2019).…”

The relationship between job satisfaction, turnover intentions and performance of Nigerian polytechnic lecturers with doctorate degrees

“…According to Namutebi (2019), lecturers' job performance is defined as “the extent to which lecturers complete the teaching, research and community service tasks, responsibilities and activities intended to facilitate student learning and achievement of educational outcomes” (p. 94). Lecturers' core tasks, therefore, include preparation and delivery of lectures, seminars and workshops to students; conducting research and publication of research findings; assessment of student coursework and supervision of student projects (Kiyani et al , 2016; Namutebi, 2019). Lecturers' job tasks also include setting, administration and marking of examinations; mentoring of students; curriculum review and development; and consultancy services (Namutebi, 2019).…”

“…Lecturers' core tasks, therefore, include preparation and delivery of lectures, seminars and workshops to students; conducting research and publication of research findings; assessment of student coursework and supervision of student projects (Kiyani et al , 2016; Namutebi, 2019). Lecturers' job tasks also include setting, administration and marking of examinations; mentoring of students; curriculum review and development; and consultancy services (Namutebi, 2019). Job performance is described as behavioural (Sukirno and Siengthai, 2011) and so the dimensions of lecturer performance include intelligence, punctuality, resourcefulness, willingness to accept new responsibilities and positive attitude to work (Kiyani et al , 2016).…”

“…As people who live in a society, lecturers also render community services. They contribute to the development of their communities by engaging in activities such as public scholarship, community partnership, participatory research, civil literacy scholarship and public information networks (Namutebi, 2019).…”

“…Additionally, Efanga et al (2015) examined the relationship between organizational justice and lecturer performance in Nigeria and found a positive and significant relationship between them. Other factors that have positive impacts on lecturer performance include instructional leadership (Namutebi, 2019), organizational commitment and self-efficacy (Shiqian, 2018), staff training and development interventions (Sarbeng, 2013), performance appraisal (Shah, 2014), working conditions (Macutay, 2020), motivation (Handayani, 2019), psychological capital and professionalism (Shaleh et al , 2017) and leadership styles (Shiqian, 2018).…”