Strengthening Teacher Performance Through Head Teacher Conflict Resolution Skills in Government-Aided Secondary Schools, Katerera County, Rubirizi District, Uganda: A Policy Brief

In secondary schools supported by the government in Katerera County, Rubirizi District, Uganda, teacher performance is influenced by leadership dynamics and conflict resolution practices among the head teachers. The study aimed to develop a policy recommendation on head teacher conflict resolution skills related to teacher performance, student outcomes, and school climate; propose policy actions to enhance head teacher conflict resolution across government-aided schools; and analyze document school improvement plans and appraisal records. The policy outcomes and implications of the study include: Teacher performance measures such as quality of lesson delivery, results of assessments on pupils, attendance; Conflict staff, in terms of its frequency and severity; Teacher turnover and absenteeism; Quality of supervision and effectiveness of feedback, Another outcome is in the side of student outcomes like discipline incidents, and progression rates; In addition, the Impacts on stakeholders such as teachers the outcome will impact their morale, workload, and the professional development opportunities that they have. Based on this study, it has been concluded that improving teacher performance at government-aided secondary schools in Katerera County, Rubirizi District calls for more than just the usual instructional reforms; it requires a deliberate focus on building leadership capacity, especially in conflict resolution. Moreover, the evidence shows that the skills of head teachers in resolving conflicts are directly associated with improved teacher motivation, less need for disciplinary actions, better instructional supervision, and a healthier school climate; By incorporating conflict resolution competencies into the national leadership standards of Uganda, these skills will be institutionalized as a fundamental aspect of effective school management. This can further be ensured through structured professional development, peer learning networks, and robust monitoring frameworks to sustain and scale head teachers conflict resolutions practices across districts. Globally, this approach aligns with the Sustainable Development Goal SDG 4 on inclusive and equitable quality education. The study recommends enhancing head teacher conflict resolution as a scalable lever to improve teacher performance, student learning environments, and school governance in government-aided contexts.