Task-Oriented Leadership Behaviour and Management of Curriculum Changes in Lower Secondary Schools in Uganda
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2025-12-06
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Abstract
This study examined the influence of headteachers’ task-oriented leadership behaviours on the management of curriculum changes in secondary schools within the Karamoja sub-region, Uganda. Specifically, it sought to (1) establish the status of headteachers’task-oriented leadership behaviours, (2) assess the extent of curriculum change management, and (3) determine the effect of task-oriented leadership on curriculum change management. Guided by the Path-Goal Leadership Theory and underpinned by a pragmatic philosophical stance, the study employed a mixed-methods convergent design integrating both quantitative and qualitative approaches. The sample size comprised 256 key education stakeholders, including headteachers, deputy headteachers, directors of studies, NCDC staff, MoES staff and teachers across 23 secondary schools. Participants were selected using purposive, stratified, and simple random sampling techniques. Data were collected through Self-Administered Questionnaires (SAQs) and interview guides. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were examined thematically. Findings revealed that headteachers’ task-oriented leadership behaviour significantly influenced the management of curriculum changes (r = .225, p = .000 < .05), explaining 22.5% of the variance in effective curriculum change management. The results indicate that when headteachers adopt structured, goal-driven, and performance-focused leadership practices, curriculum changes are more successfully implemented in their schools. The study concluded that a strong and statistically significant relationship exists between task-oriented leadership and the management of curriculum changes in secondary schools in the Karamoja sub-region. It emphasised that headteachers’ ability to plan, coordinate, and monitor tasks directly enhances curriculum reform implementation. The study recommends that educational authorities promote structured, goal-focused leadership training for school leaders, particularly in resource-constrained and change-sensitive contexts such as Karamoja. However, it also underscores the importance of balancing task orientation with stakeholder engagement and relational leadership to foster sustainable educational transformation.