The Effect of Supportive Organisational Climate on Management of Curriculum Change in Selected Lower Secondary Schools in Uganda

Curriculum change is a continuous and vital process in education, yet its effective management within schools is often hindered by complex internal dynamics. This study investigates the profound effect of a supportive organisational climate on the management of curriculum change in lower secondary schools in Uganda's Karamoja Sub-region. A convergent mixed-methods design was employed, involving a sample of 247 participants, including headteachers, deputy headteachers, directors of studies, and teachers. Quantitative data were analysed using descriptive and inferential statistics, complemented by thematic analysis of qualitative data from interviews and focus group discussions. Findings reveal an overall highly influential supportive organisational climate (mean = 3.42), with strong perceptions of interpersonal communication (mean = 3.75) and supportive relationships (mean = 3.79). However, significant weaknesses were identified in staff participation in decision-making (mean = 2.70) and the fairness of pay policy (mean = 2.70). Quantitatively, at .157; p=.000 < .05, implying that the supportive organisational climate accounts for 15.7% of the variance in curriculum change management, demonstrating a statistically significant positive effect (p < .001). Qualitative insights triangulate these findings, highlighting strong communication and collaboration, but also underscoring physical environment challenges and concerns over equitable practices. The study concludes that a supportive organisational climate is an indispensable mediator for successful curriculum reforms, emphasising the need for leadership to address specific areas of dissatisfaction to ensure genuine embrace and sustained implementation of change.