Teachers’ Effective Implementation Of Integral Education For Transformative Leadership In Minor Seminaries In The Central Ecclesiastical Province, Uganda

The study intended to examine the effectiveness of teachers in the implementation of integral education for transformative leadership (IETL) in minor seminaries in the Ecclesiastical Central Province of Uganda. The study analyzed how best minor seminary teachers can enhance IETL so as to bring up students who can effect a fundamental change in society. The study was guided by the quantitative and qualitative mixed research paradigm and anchored within the capital theory of school effectiveness and improvement that stresses four concepts i.e. outcomes, leverage, intellectual capital and social capital. The mixed research paradigm employed descriptive and cross sectional survey design for the quantitative element and naturalistic designs specifically phenomenology for the qualitative part. All the five minor seminaries in the Central Province of Uganda were targeted with head teachers, teachers, PTA chair persons and students as participants in the study. The sample size was two hundred and thirty five (235). Sixty five (65) of these were teachers, one hundred sixty (160) students, five (5) head teachers and the remaining five (5) were PTA chair persons. Samples of students and teachers were randomly selected while all head teachers and PTA chair persons were automatically included in the study. The instruments that were used in data collection included the questionnaire, the interview guide and observation guide. The questionnaire was for the students and the teachers while the interview guide for the head teachers and PTA chair persons. Primary data was systematically organized according to the research questions then analyzed using descriptive statistics such as frequencies and percentages. The study established that to a greater extent minor seminary teachers in the Central Ecclesiastical Province of Uganda implemented an effective integral education for transformative leadership. Seminarians were formed into transformative leaders by their teachers especially through training the former in portraying a high moral integrity. Teachers helped students to link well what they learnt in class to what they experience outside school so as to remain relevant and practical in society. However students to a greater extent were not fully involved in decision making about some issues that concerned them. Teachers faced some challenges in the implementation of IETL such as negligence of parents in playing their parental role and the large classes that made it difficult to follow each student individually. The study recommended organization of seminars and workshops to identify barriers to seminary involvement and participation of the outside community like parents and the strategies to address them