Educational leadership practices and institutional management of academic and student affairs in teacher training institutions in Uganda

This study examined educational leadership practices and their role in the institutional management of academic and student affairs in teacher training institutions in Uganda using a qualitative phenomenological approach. The study targeted Principals of Teacher Training Institutions, Academic Registrars/Lecturers, and Coordinating Centre Tutors, from whom participants were purposively selected. Data were collected through in-depth interviews and analysed thematically using narrative presentation. Findings reveal that effective management of academic and student affairs depends on participatory and transformational leadership practices that integrate strategic planning, supervision, mentorship, and coordinated support systems, but these practices are constrained by inadequate resources, weak staff commitment, policy overlaps, student indiscipline, and communication gaps. The study recommends strengthening instructional supervision, enhancing leadership and staff capacity through continuous professional development, improving resource allocation, institutionalizing participatory decision-making structures, and harmonizing partnerships and policy implementation frameworks to enhance academic quality, student welfare, and institutional accountability. The study contributes empirical insights to educational leadership, planning, and administration in resource-constrained teacher training contexts and informs policy and practice for institutional improvement in Uganda.