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Educating a nation is crucial for the development of society in the developing world. This study used a cross-sectional survey design, employing both quantitative and qualitative approaches. Quantitative data were collected and processed using the Statistical Package for Social Sciences (SPSS 22.0). The data were coded, entered into a computer, and summarized using frequency tables to identify errors and make necessary edits. The study included a total of 208 participants, with the findings presented as percentages. The study revealed that the number of female teachers was lower compared to male teachers, with females accounting for 45% and males for 55%. This disparity was attributed to the fact that many schools in villages had fewer female teachers, who often had spouses or lived separately in towns, resulting in limited teaching availability. Additionally, 43.4% of respondents had been in the same school for 4-7 years, while 26.6% had been in the same school for at least 10 years, suggesting a potential repetition of experiences year after year. Furthermore, 16.6% of teachers were separated and 20% were single, which could potentially interfere with their duties and impact student performance. Among the respondents, 8.4% were widowed and 5% had divorced, indicating that they had to handle everything on their own, potentially leading to less focus on their assigned duties in the classroom and resulting in poor student performance. Additionally, 50% of respondents were married, although some were not located in the same workplace as their spouses, making it challenging to concentrate on school assignments. The study emphasized the importance of equipping head teachers with leadership knowledge and skills in order to exert influence on their schools and academic work. Keywords: transformational leadership, academic performance, primary school, pupils and social studies
Bwambale et al. (Tue,) studied this question.