Given the inherent challenges in headteacher transfer and succession process in Uganda, coupled with the extraordinary new challenges of school leadership, a headteacher’s cognitive, academic and technical competences are no longer sufficient for effective school leadership. This brings emotional intelligence to the fore of effective school leadership. In this multiple case study, I explored teachers’ perception of four transferred headteachers’ self-management competences in government secondary schools. I collected data from 12 teachers, three from each school, using key informant interview protocol. I established that three headteachers, whose transfer was due to forced, promotional, and overstay basis, were perceived to possess adequate social awareness leadership competences, while one headteacher, whose transfer was requested, was perceived to have limited self-management leadership competences. I did not establish a direct link between the basis of the four headteacher’s transfer and their social awareness competences. Accordingly, I recommend that all headteachers develop social awareness competences needed for resonant school leadership.

Teachers’ Perception, Transferred headteachers, Social awareness leadership competences, Government secondary schools, Uganda