The Impact of School Administration on the Academic Achievement of Science Students

Abstract

Education is a cornerstone of Uganda's national development, with science education prioritized in Vision 2040 to foster technological innovation, industrialization, and global competitiveness. However, disparities in resource allocation, inadequate teacher training, and weak administrative practices have hindered science education, particularly in rural schools. This study examines the role of school administration in shaping the academic achievement of science students in Uganda. Using a mixed-methods approach, data were collected from 15 schools, including urban areas like Kampala and rural districts such as Gulu and Mbale. The study involved 200 school administrators, 300 teachers, and 500 students, combining surveys and in-depth interviews to explore administrative practices, resource distribution, and teacher support. Findings reveal that effective school leadership significantly enhances science education outcomes, with urban schools outperforming rural ones due to better infrastructure, qualified teachers, and proactive administration. In contrast, rural schools face challenges including resource shortages, overcrowded classrooms, and weak leadership. The study underscores the need for targeted interventions to strengthen administrative capacities, reduce urban-rural disparities, and improve science education outcomes. It recommends equitable resource allocation, professional development for teachers, and evidence-based leadership practices. Future research should explore the long-term impact of administrative reforms through longitudinal studies and investigate the role of community and stakeholder involvement in supporting school administration.