School Organizational Structure Implementation and Teachers’ Performance in Government-aided Secondary Schools in Gulu City
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Date
2025
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Gulu University
Abstract
This study investigated the relationship between school organizational structure and teachers’ performance in government-aided secondary schools in Gulu City, Uganda. The study
focused on understanding how centralization and formalization within school structures impact teachers' ability to perform tasks such as lesson planning, time management, and
assessment of students and the objectives were; To establish school organizational structure implementation in government-aided secondary schools in Gulu City, examine the level of teachers’ performance in government-aided secondary schools in Gulu City and to determine the relationship between school organizational structure and teachers’ performance in government-aided secondary schools in Gulu City. The research employed a mixed-methods approach, utilizing both qualitative and quantitative data collection techniques, including questionnaires and interviews with teachers, headteachers, and deputy headteachers across six selected schools. A cross-sectional research design was used to gather data at a specific point in time, and a sample of 186 respondents was drawn from a population of teachers and headteachers. Data analysis involved descriptive and inferential statistics to determine the relationships between school organizational structure and teachers’ performance. The findings revealed that School organisational structure exist in government aided secondary schools and are being implemented and both centralization and formalization positively relate teacher performance, particularly in areas such as work preparation schemes, assessment practices, and time management. However, centralization had little effect on lesson planning, indicating that teacher autonomy is more important in this area. The study also revealed that the level of teachers is low. identified challenges, such as unclear communication channels and overlapping roles, which hindered the level of teacher performance. The study concluded that while formalization is key in improving teachers’ performance in structured tasks, a balance between centralized decision-making and teacher autonomy is necessary to enhance performance in creative tasks like lesson planning. Recommendations included increasing teacher involvement in decision-making, providing continuous professional development, and promoting a balance between School organisational structure and ensure flexibility in School governance. This research contributed to understanding how School organizational structures implemented in schools can be designed to foster better teacher performance, ultimately improving educational outcome.
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Keywords
school organizational structure, teachers’ performance, government-aided secondary schools