Volume 2 - Issue 3, May - June 2026

This study investigates how teacher attributes and institutional support predict teacher creative pedagogy under Uganda’s secondary schools within Wakiso District. This examination was steered by three objectives specifically : i) To examine the influence of teacher attributes on teacher creative pedagogy, ii) To determine the influence of institutional support on teacher creative pedagogy, and iii) To establish the combined effect of teacher attributes and institutional support on teacher creative pedagogy in Wakiso District secondary schools, Uganda. The examination embraced a research design for cross-section having only a quantitative conceptualization. 90 responders (teachers) were selected as a sample size from (03) private and (03) public secondary schools that were considered in Wakiso district. Equally linear regression and descriptive analysis methods were engaged in assessing the quantitative statistics collected. This examination revealed that teacher attributes posseses a statistically robust, optimistic, and substantial influence on teacher creative pedagogy under Uganda’s Wakiso District secondary schools(β = 0.520, p < 0.05). More so, the examination disclosed that institutional support possesses a statistical very strong, optimistic, and substantial impact on teachers’ creative pedagogy under Wakiso District secondary schools, Uganda (β = 0.668, p < 0.05). The examination additionally disclosed that institutional support possess a statistical strong optimistic impact on teacher creative pedagogy (β = 0.545, p < 0.05) while teacher attributes have a weaker positive but still significant influence on teacher creative pedagogy (β = 0.277, p < 0.05) in Wakiso District secondary schools, Uganda. The study concluded that teacher attributes and institutional support possesses an optimistic and substantial impact on teacher creative pedagogy under Wakiso District secondary educational institutions,Uganda, where an increase in both teacher attributes and institutional support would result in an improvement in teacher creative pedagogy in Wakiso District secondary schools, Uganda. The study recommends that school leadership should provide teachers with structured training focused on innovative teaching through workshops on project-based learning, training in digital teaching tools, and seminars on creative assessment strategies in Wakiso District secondary schools, Uganda.

Kafambe David, Nabukeera Madinah, Matovu Musa, Ssali Muhammadi Bisaso,"Teacher Attributes and Institutional Support as Predictors of Teacher Creative Pedagogy in Wakiso District Secondary Schools, Uganda" International Journal of Advanced Multidisciplinary Research and Educational Development, V2(3): Page(821-831) May-June 2026. ISSN: 3107-6513. www.ijamred.com. Published by Scientific and Academic Research Publishing.