Chapter 3: So You Want to be a Headteacher?: “Liabilities of Newness,” Challenges, and Strategies of New Headteachers in Uganda

This remarkable advice was the response of a seasoned Ugandan school leader when a new headteacher asked how to survive the emotionally intense early years of his administration. Not unlike their U.S. counterparts, new Ugandan headteachers are “bombarded with all the responsibilities that a veteran principal has … which creates burnout, stress, and ineffective performance” (Crow, 2006, p. 46). They often work in resource-poor schools that lack basic supplies and equipment, and no specialized training is required or provided for them. They are assigned based on past teaching performance or on their relationship with influential members of the school’s founding body. Their dilemma is complicated by the fact that in Uganda, many students come from distressed circumstances, which include extreme poverty, medical deprivation (including HIV/AIDS), poor housing conditions, and single-parent homes.