Performance of Head Teachers With And Without Master Degree In Educational Administration In Kampala District

Abstract

Head teachers of both government and private secondary schools have been rushing for Masters Degree courses creating an assumption that Bachelors Degree was no longer useful to a head teacher. So this prompted me to investigate into the matter.

The study specifically sought to establish whether higher academic qualification influenced the administrative performance of head teachers in secondary schools in Kampala district.

The study was a qualitative one and adopted a descriptive survey design. A total of 220 subjects were studied. They included 20 headteachcrs and 200 teachers. Two sets of questionnaires were used to collect the required data. Oral interviews were also conducted with head teachers and teachers of the 20 schools involved in the study. The data obtained was analyzed using the chi-square, frequence counts and percentages.

The analysis of the data revealed that there is hardly any difference in the administrative performance of head teachers with a master's degree and those with one degree. However head teachers who have gone for Masters Degree have acquired the skills, ability and knowledge needed in their administrative roles. Hence there were somedifferences in financial management and communication, , involvement of staff in decision making process, making competent financial decision and improving staff job satisfaction.

It's therefore concluded that, the knowledge and skills gained by headteachers of MED improve their administrative performance. However, the first degree training of the heateacher is sufficient for one to be an effective and efficient school administrator.

There is need to strengthen the existing Bachelor's degree programmes and refresher courses for the teachers to equip them with the latest theory and skills to handle school affairs because they are less costly than MED.