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Educational Leadership Practices and Institutional Management of Academic and Student Affairs in Teacher Training Institutions in Uganda

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Title: Educational Leadership Practices and Institutional Management of Academic and Student Affairs in Teacher Training Institutions in Uganda
Language: English
Authors: Gloria Lamaro, Bosco Areng, Prossy Acaa, Canogura Christine Lakot, Dickens Omony, Dorcus Tulina, Humphreys C. Okellolirra
Source: African Educational Research Journal. 2026 14(1):71-78.
Availability: Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
Peer Reviewed: Y
Page Count: 8
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Instructional Leadership, Educational Practices, Academic Support Services, Student Personnel Services, Teacher Education Programs, Transformational Leadership, Strategic Planning, Supervision, Mentors, Faculty Development, Resource Allocation, Participative Decision Making, Accountability
Geographic Terms: Uganda
ISSN: 2354-2160
Abstract: This study examined educational leadership practices and their role in the institutional management of academic and student affairs in teacher training institutions in Uganda using a qualitative phenomenological approach. The study targeted Principals of Teacher Training Institutions, Academic Registrars/Lecturers, and Coordinating Centre Tutors, from whom participants were purposively selected. Data were collected through in-depth interviews and analysed thematically using narrative presentation. Findings reveal that effective management of academic and student affairs depends on participatory and transformational leadership practices that integrate strategic planning, supervision, mentorship, and coordinated support systems, but these practices are constrained by inadequate resources, weak staff commitment, policy overlaps, student indiscipline, and communication gaps. The study recommends strengthening instructional supervision, enhancing leadership and staff capacity through continuous professional development, improving resource allocation, institutionalizing participatory decision-making structures, and harmonizing partnerships and policy implementation frameworks to enhance academic quality, student welfare, and institutional accountability. The study contributes empirical insights to educational leadership, planning, and administration in resource-constrained teacher training contexts and informs policy and practice for institutional improvement in Uganda.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502539
Database: ERIC
FullText Text:
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  Data: Educational Leadership Practices and Institutional Management of Academic and Student Affairs in Teacher Training Institutions in Uganda
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  Data: <searchLink fieldCode="AR" term="%22Gloria+Lamaro%22">Gloria Lamaro</searchLink><br /><searchLink fieldCode="AR" term="%22Bosco+Areng%22">Bosco Areng</searchLink><br /><searchLink fieldCode="AR" term="%22Prossy+Acaa%22">Prossy Acaa</searchLink><br /><searchLink fieldCode="AR" term="%22Canogura+Christine+Lakot%22">Canogura Christine Lakot</searchLink><br /><searchLink fieldCode="AR" term="%22Dickens+Omony%22">Dickens Omony</searchLink><br /><searchLink fieldCode="AR" term="%22Dorcus+Tulina%22">Dorcus Tulina</searchLink><br /><searchLink fieldCode="AR" term="%22Humphreys+C%2E+Okellolirra%22">Humphreys C. Okellolirra</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22African+Educational+Research+Journal%22"><i>African Educational Research Journal</i></searchLink>. 2026 14(1):71-78.
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  Data: Net Journals. 25 Akintola Road, Sapele, Delta State, 331107, Nigeria. e-mail: service@netjournals.org; Web site: https://www.netjournals.org/aer_index.html
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Support+Services%22">Academic Support Services</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Personnel+Services%22">Student Personnel Services</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+Leadership%22">Transformational Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Strategic+Planning%22">Strategic Planning</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink>
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  Data: 2354-2160
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  Data: This study examined educational leadership practices and their role in the institutional management of academic and student affairs in teacher training institutions in Uganda using a qualitative phenomenological approach. The study targeted Principals of Teacher Training Institutions, Academic Registrars/Lecturers, and Coordinating Centre Tutors, from whom participants were purposively selected. Data were collected through in-depth interviews and analysed thematically using narrative presentation. Findings reveal that effective management of academic and student affairs depends on participatory and transformational leadership practices that integrate strategic planning, supervision, mentorship, and coordinated support systems, but these practices are constrained by inadequate resources, weak staff commitment, policy overlaps, student indiscipline, and communication gaps. The study recommends strengthening instructional supervision, enhancing leadership and staff capacity through continuous professional development, improving resource allocation, institutionalizing participatory decision-making structures, and harmonizing partnerships and policy implementation frameworks to enhance academic quality, student welfare, and institutional accountability. The study contributes empirical insights to educational leadership, planning, and administration in resource-constrained teacher training contexts and informs policy and practice for institutional improvement in Uganda.
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  Data: 2026
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  Data: EJ1502539
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      – Text: English
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      Pagination:
        PageCount: 8
        StartPage: 71
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Educational Practices
        Type: general
      – SubjectFull: Academic Support Services
        Type: general
      – SubjectFull: Student Personnel Services
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Transformational Leadership
        Type: general
      – SubjectFull: Strategic Planning
        Type: general
      – SubjectFull: Supervision
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Resource Allocation
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      – SubjectFull: Participative Decision Making
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      – SubjectFull: Accountability
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      – SubjectFull: Uganda
        Type: general
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      – TitleFull: Educational Leadership Practices and Institutional Management of Academic and Student Affairs in Teacher Training Institutions in Uganda
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              Type: published
              Y: 2026
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