Teacher Workload and Instructional delivery effectiveness in Secondary Schools in Iganga municipality, Uganda

This study examined the influence of teacher workload on instructional delivery effectiveness and classroom management practices in secondary schools in Iganga Municipality, Uganda. The study was motivated by increasing concerns regarding heavy teaching loads, administrative responsibilities, co-curricular obligations, and uneven workload distribution among secondary school teachers following ongoing educational reforms in Uganda. Specifically, the study assessed the extent to which teacher workload influences instructional delivery effectiveness and examined the relationship between workload distribution and classroom management practices among teachers. A cross-sectional research design employing a mixed methods approach was adopted. Quantitative data were collected using structured questionnaires, while qualitative insights were obtained through semi structured interviews with school administrators. The study involved 215 respondents selected from secondary schools in Iganga Municipality, and quantitative data were analyzed using the Statistical Package for Social Sciences (SPSS) version 25 through descriptive statistics and regression analysis at a 0.05 level of significance. The findings revealed that teacher workload had a statistically significant positive relationship with instructional delivery effectiveness (R = 0.309, p < 0.001), while workload distribution also significantly influenced classroom management practices (R = 0.298, p < 0.001). The study further established that fair workload allocation, collaborative planning, and institutional support contribute positively to lesson preparation, classroom coordination, and instructional organization. The study concludes that teacher workload significantly influences instructional effectiveness and classroom management outcomes in secondary schools. The study recommends balanced workload allocation, collaborative workload planning, and strengthened institutional support systems to improve teacher effectiveness and enhance the quality of secondary education in Uganda.