Educational leadership practices and institutional management of academic and student affairs in teacher training institutions in Uganda
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Date
2026-01-20
Journal Title
Journal ISSN
Volume Title
Publisher
African Educational Research Journal
Abstract
This study examined educational leadership practices and their role in the institutional management of
academic and student affairs in teacher training institutions in Uganda using a qualitative phenomenological
approach. The study targeted Principals of Teacher Training Institutions, Academic Registrars/Lecturers,
and Coordinating Centre Tutors, from whom participants were purposively selected. Data were collected
through in-depth interviews and were analyzed thematically using narrative presentation. Findings reveal that
effective management of academic and student affairs depends on participatory and transformational
leadership practices that integrate strategic planning, supervision, mentorship, and coordinated support
systems, but these practices are constrained by inadequate resources, weak staff commitment, policy
overlaps, student indiscipline, and communication gaps. The study recommends strengthening instructional
supervision, enhancing leadership and staff capacity through continuous professional development,
improving resource allocation, institutionalizing participatory decision-making structures, and harmonizing
partnerships and policy implementation frameworks to enhance academic quality, student welfare, and
institutional accountability. The study contributes empirical insights to educational leadership, planning, and
administration in resource-constrained teacher training contexts and informs policy and practice for
institutional improvement in Uganda.
Description
Keywords
Academic affairs, educational leadership, institutional management, student affairs, teacher training institutions.
Citation
Lamaro, G., Areng, B., Acaa, P., Lakot, C. C., Omony, D., Tulina, D., and Okellolirra, H. C. (2026). Educational leadership practices and institutional management of academic and student affairs in teacher training institutions in Uganda. African Educational Research Journal, 14(1), 71-78.