Influence of Participatory Leadership on the Quality of Education in Higher Education Institutions in Uganda: A Case Study of Kabale University

Mayanja Frank Mikando; Muweesi Charles; Kalule John; Augustine Mugabo; Sserwadda Lawrence; Nabakiibi Agnes; Lutamaguzi John Bosco; Ssekitoleko Vincent; Nabateregga Judith; Jessica Kabasiita; Ssali Francis Kizza; Kaweesi Muhamadi; Isabirye Christopher; Anthony Muwagga Mugagga

doi:10.37284/eajes.8.2.3152

Mayanja Frank Mikando Muteesa I Royal University
Muweesi Charles Muteesa I Royal University
Kalule John Makerere University
Augustine Mugabo Muteesa I Royal University
Sserwadda Lawrence Zhejiang Normal University
Nabakiibi Agnes Muteesa I Royal University
Lutamaguzi John Bosco Muteesa I Royal University
Ssekitoleko Vincent Muteesa I Royal University
Nabateregga Judith Zhejiang Normal University
Jessica Kabasiita Mountains of the Moon University
Ssali Francis Kizza Muteesa I Royal University
Kaweesi Muhamadi Busitema University
Isabirye Christopher Health Tutors College Mulago
Anthony Muwagga Mugagga Makerere University

DOI: https://doi.org/10.37284/eajes.8.2.3152

Keywords: Management, Educational Planning, Participatory leadership, Educational Quality, Policy Recommendations

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Abstract

This paper examines the influence of participatory leadership on the quality of education in higher institutions in Uganda. The objectives of the paper are to (i) examine the impact of participatory leadership on education quality in higher institutions, (i) establish the challenges hindering the adoption of participatory leadership in higher institutions in Uganda, and (iii) propose evidence-based strategies to encourage participatory leadership in Uganda’s higher institutions. The study was carried out using a narrative research design to gather in-depth insights into the contribution of participatory leadership to the quality of education with reflections from the Systems Theory. Findings revealed that participatory leadership in higher institutions fosters a sense of ownership, engagement, and empowerment, enhances productivity and efficiency among staff members, especially in the area of research and innovation, and increases student engagement in the learning processes. Thus, concluding with a call for a shift in the traditional leadership styles in institutions of top-down management system which has existed for a long time, cultural attitudes towards authority are entrenched in leadership styles in higher institutions of learning and need to mitigate the negative attitude in engaging in participatory leadership by students and other staff members. It is recommended that policymakers should revise institutional governance frameworks to mandate participatory leadership which will ensure that policies explicitly require student and staff involvement in decision-making. Administrators must move beyond token participation by embedding inclusive leadership into daily operations. Lecturers should adopt participatory approaches in both teaching and governance by involving students in curriculum design, assessment methods, and classroom policies. Students should proactively seek leadership opportunities, whether through student government, feedback committees or research collaborations

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