This report presents a comprehensive mapping of the school leadership landscape in Uganda, developed by the African Centre for School Leadership (ACSL) in partnership with the Ministry of Education and Sports. Using a mixed-methods approach—including a policy review, analysis of 53 research publications (2010–2025), stakeholder interviews, and a national validation workshop—the study examines the country’s policy environment, professional development systems, research ecosystem, and stakeholder coordination mechanisms.
The findings reveal that Uganda has a solid policy and governance framework for school leadership, supported by national legislation and professional standards. However, implementation remains uneven due to fragmented policies, inconsistent supervision, limited induction and mentoring for newly appointed school leaders, and insufficient coordination across institutions. Professional development opportunities exist through government, universities, NGOs, and development partners, but many remain donor-driven rather than fully institutionalised. The report also identifies significant research gaps, particularly in leadership development, equity, inclusion, and evidence-informed policymaking. Gender disparities in leadership representation and limited attention to inclusive education further constrain progress.
The report concludes that strengthening school leadership in Uganda requires coordinated policy implementation, institutionalised leadership preparation and mentoring, stronger research uptake, improved stakeholder collaboration, and greater emphasis on equity and instructional leadership to enhance teaching quality and learning outcomes.