This study describes a number of action research projects conducted by educational managers at a teacher training institution in Uganda. The central research question was: how can we use action research to develop educational managers' responsibility for whole school development? The study participants included 12 managers (6 females and 6 males) following a Certificate in School Leadership and Management programme. This research was guided by action research design , which was applied to the selected educational managers' action research projects. Using this framework, we examined meaningful results, sense of connection, multiple perspectives, and self-reflexivity. The aim was to provide a framework to improve our teacher education programmes and explain how action research can be used in addressing context-specific educational challenges in Uganda. We used a constructivist paradigm approach and specifically thematic analysis in examining the action research projects and portfolios of evidence within them. The research indicated that school managers examined the meaning and purpose of their actions as researchers and managers (practitioners) as well as engaging in the process of school policy and systemic improvement. It revealed the importance of a comprehensive and critical appraisal of one's working context, environment, and resources, and involving colleagues in the improvement of practice.