LEADERSHIP FOR COLLABORATIVE TEACHING: ANALYZING THE IMPACT OF TRANSFORMATIONAL LEADERSHIP ON TEACHER COLLABORATION IN UGANDA’S PRIMARY SCHOOLS

Abstract

This study examined the influence of transformational leadership on teacher collaboration in primary schools in Eastern Uganda. Specifically, the study sought to determine the reliability and descriptive status of teacher collaboration dimensions, establish the transformational leadership dimensions that predict teacher collaboration, and examine the relationship between transformational leadership and teacher collaboration practices. The study adopted a quantitative correlational survey design grounded in the post-positivist paradigm. A sample of 704 teachers was selected using stratified and random sampling techniques from rural and urban primary schools in Eastern Uganda. Data were collected using structured questionnaires, including the Multifactor Leadership Questionnaire (MLQ) and Teacher Collaboration Assessment Survey (TCAS). Reliability testing using Cronbach’s alpha showed strong internal consistency for collaboration subscales ranging from α = 0.74 to α = 0.95, while the transformational leadership scale recorded α = 0.943. Data were analyzed using descriptive statistics, Spearman correlation, multiple linear regression, and quantile regression with significance tested at p < 0.05. Findings revealed high levels of teacher collaboration across all dimensions, with shared purpose and team structure recording the highest mean score (M = 4.10, SD = 0.84). Multiple regression results indicated that idealized influence (B = 0.132, p = 0.003), inspirational motivation (B = 0.181, p < 0.001), and individualized consideration (B = 0.140, p < 0.001) significantly predicted teacher collaboration, while intellectual stimulation was not significant (p = 0.394). Although transformational leadership showed a weak positive correlation with teacher collaboration (ρ = 0.184, p < 0.001), quantile regression revealed no significant direct effect when organizational factors were controlled (β = 0.007, p = 0.291). Instead, school culture, institutional support, professional development opportunities, and teacher professional identity emerged as significant predictors of collaboration. The study concluded that sustainable teacher collaboration depends more on supportive organizational conditions than leadership behavior alone. The study recommends headteachers to institutionalize Professional Learning Communities and structured collaborative practices within schools, while the Ministry of Education and Sports should strengthen policies on professional development, collaborative leadership training, and school support systems to enhance teacher collaboration and instructional improvement.