A government recruitment exercise for headteachers has revealed major competency gaps among applicants, raising fresh concern about the quality of school leadership in Uganda.
Data from the Education Service Commission shows that many applicants for leadership positions in new seed secondary schools performed poorly in aptitude and subject-based assessments.
According to the ESC, 719 shortlisted candidates sat competence examinations. None scored in the upper 30 to 40 percent range of the weighted evaluation.
The findings were presented during the ESC Annual Performance Review for the 2023/2024 financial year at Serena Hotel Kigo in Wakiso.
The review also assessed ESC activities for the 2025 calendar year. It focused heavily on efforts to operationalise 91 seed secondary schools under Phase II of the Uganda Intergovernmental Fiscal Transfers Programme.
Candidates Fall Short in Competence Tests
To qualify for a headteacher position under salary scale U1, candidates must have at least 12 years of public service experience as deputy headteachers.
Applicants for deputy headteacher positions under salary scale U2 must have at least 10 years of experience as classroom teachers.
Despite these years of service, the test results showed weak readiness among several senior teaching staff.
The ESC examinations committee administered the tests from March 3 to March 4, 2025, at Kololo Senior Secondary School in Kampala.
In total, 125 candidates sat the competence test for headteacher positions. Another 594 candidates sat for deputy headteacher positions.
Among the 125 headteacher candidates, five scored between zero and 10 percent. Another 76 scored between 10 and 20 percent, while 44 scored between 20 and 30 percent.
The performance was similar among deputy headteacher candidates. Out of 594 candidates, 66 scored between zero and 10 percent, 393 scored between 10 and 20 percent, and 135 scored between 20 and 30 percent.
“None of the applicants scored in the highest upper quartile of the ranking,” ESC deputy chairperson Jacob Richards Opolot said.
He added that several candidates across the country also struggled to convince interview panels in later stages of the recruitment process.
ESC Cites Weak Critical Thinking
Although the ESC said the examinations were conducted fairly and transparently, its qualitative assessment revealed serious gaps.
The commission said the questions were directly aligned to the duties of headteachers and deputy headteachers.
However, many candidates struggled with higher-order thinking skills.
According to the report, several applicants relied on memorised answers instead of showing analysis, judgment and problem-solving ability.
“A significant number of headteacher and deputy headteacher candidates failed to answer questions requiring deep analysis and critical thinking. Instead of synthesizing answers, they relied on Lower-Order Thinking (LOT) patterns, merely describing and outlining points,” the report stated.
The commission said many applicants ignored the context of the questions.
Instead, they reproduced pre-memorised responses. The ESC said this suggested over-reliance on cramming rather than real understanding.
Poor Comprehension and Vocabulary Noted
The assessment also found poor comprehension and limited vocabulary among some applicants.
Candidates reportedly struggled with basic leadership and management concepts.
The report said several candidates misunderstood words such as dynamics, illusion and autonomy.
Others failed to distinguish between conflict and conflict of interest. Some also confused strategic goals with strategic planning.
“Vocabulary terms like dynamics, illusion, and autonomy were widely misunderstood, leading to off-point explanations that lacked clarity,” the report noted.
The report added that the trend “strongly implied that the prospective institutional heads possessed an inadequate grasp of the English language, which serves as the professional medium of instruction.”
The ESC also found that while many candidates had theoretical knowledge, they struggled to apply it to practical school management situations.
“Questions requiring solutions to real-life challenges such as conflict resolution, micromanagement, and teamwork were often answered with abstract definitions rather than practical strategies,” the report read.
Responses Poorly Structured
The review found that many written responses were incomplete and poorly organised.
Some candidates gave only a few brief points. Others repeated the same ideas using different wording.
Several applicants also failed to answer all sections of multi-part questions.
The ESC partly attributed some of the weaknesses to examination anxiety and the rush to finish quickly.
The commission also noted that some candidates allowed personal experiences to affect their professional judgment.
Instead of responding objectively to situational questions, some used their scripts to express grievances from current acting positions.
This caused them to miss the purpose of the examination.
“Overall, the findings suggest that while many applicants possessed theoretical knowledge, a considerable number lacked the analytical, communication and practical leadership skills required to effectively manage schools,” the report stated.
Forgery and Digital Skills Also Raise Concern
Beyond academic performance, the ESC said the recruitment process exposed wider system challenges.
The report cited rampant credential forgery, limited digital skills among older applicants, and hostility from some existing staff towards newly posted teachers.
“People are forging appointment letters that have never been authentically issued,” Mr Opolot said.
He also said some appointed teachers have spent up to a year without pay because of the absence of localised wage bills.
Several newly designated seed schools are also operating from temporary structures or facing unresolved land ownership disputes.
Educationists React to Findings
Alfred Muhumuza Kiguma, the newly appointed headteacher of Kawara Seed Secondary School in Kitagwenda District, said the practical nature of the exams surprised many candidates.
“These questions catch you by surprise. Many candidates prepare extensively on technical leadership topics, but the questions focused heavily on simple, school-based scenarios,” Mr Kiguma said.
“If you revise in the wrong direction, it becomes a gamble. But the process did ensure that those ultimately selected met the standards,” he added.
Joseph Eryenyu of Swagere Community School Secondary School in Kaberamaido District blamed the poor performance partly on tight timelines and technology barriers.
“The schools were scheduled to start operating immediately, and the interviews were done under immense time pressure,” Mr Eryenyu said.
He added that the shift to an online application system was difficult for less tech-savvy candidates.
However, he praised the Government’s mandatory induction programmes, describing them as “the medicine for the problem.”
Muyingo Urges Professionalism
Closing the review retreat, the Minister of State for Higher Education, Dr John Chrysostom Muyingo, urged newly appointed institutional heads to promote professionalism.
He also asked them to prioritise resource accountability and local innovation.
ESC chairperson Prof Samuel Abimerech Luboga admitted that the performance was concerning.
However, he described the findings as part of Uganda’s transition towards a competence-based curriculum.
“We face a Catch-22. Even among those who performed well, we could not absorb all of them. But it is clear performance must improve,” Prof Luboga said.
“We are not just looking for someone with many degrees, but a leader who can demonstrate the practical competence to do the work,” he added.
Prof Luboga said the commission remains committed to strict meritocracy, gender parity and inclusivity for persons with disabilities.
He also said the Government is moving to address funding gaps by working to triple capitation grants over the next few years.
