Relation-Oriented Leadership Behaviour in Management of Curriculum Changes in Lower Secondary Schools in Uganda

Abstract

Leadership behavior plays a central role in managing curriculum change by providing vision, fostering communication, and empowering teachers to implement reform effectively. The approach and conduct of school leaders greatly influence institutional performance and culture, especially during educational transitions. This study examined how headteachers’ relation-oriented leadership behaviors affect curriculum change management in Ugandan lower secondary schools. It focused on the extent of these behaviors, their influence on curriculum management processes, and their overall impact on reform outcomes. Guided by the Path-Goal Leadership Theory, the study adopted a mixed-methods design integrating quantitative and qualitative approaches. Data were collected from 23 secondary schools, involving 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 (MoES). Purposive, stratified, and random sampling techniques were applied. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically analyzed to provide contextual depth. Findings revealed that relation-oriented leadership behaviours significantly influenced curriculum change management, accounting for 22.9% of the variance (R² = .229, p < .05). Headteachers who emphasized collaboration, open communication, and participatory decision-making improved teacher motivation, adaptability, and the overall effectiveness of curriculum implementation. Participants highlighted the importance of trust-building, collegial support, and continuous professional development as key enablers of successful reform. The study concludes that relation-oriented leadership is a strategic necessity for effective curriculum management. It recommends that the MoES institutionalize leadership development programs emphasizing communication, collaboration, and relational competence. Headteachers should integrate relational practices such as peer mentoring, reflective team sessions, and inclusive decision-making into their school culture. These practices can enhance teacher engagement, foster ownership of reform initiatives, and promote the long-term sustainability of curriculum management in Uganda’s secondary education system.