UCU Digital Institutional Repository(UCUDIR)
Welcome to the Uganda Christian University Digital Institutional Repositoy (UCUDIR). This is the University's official Institutional Repository. It aims to collect, preserve and showcase the intellectual output of staff and students of UCU. This growing collection of research includes peer-reviewed articles, book chapters, working papers, theses, and more.
- The Repository ingests documents, audio, video, datasets and their corresponding Dublin Core metadata
- The aim is to open up this content to local and global audiences, with have optimized well for Google Scholar so your items here shows up on Google Scholar searches
- we also issue permanent urls and trustworthy identifiers, including optional integrations with handle.net and DataCite DOI
Not Registered? click here to Register or or if already registered: Click To submit your Item ::For more information visit any UCU Library branch
Communities in UCUDIR
Select a community to browse its collections.
- Items in this community present a concise summary of information that can help readers understand, and likely make decisions about, government policies.
- This is a collection of Masters and Doctoral theses and dissertations submitted in electronic format to the Uganda Christian University.
Recent Submissions
Exploring Student Teachers’ Perspectives of School Administrators Support During School Practice in Uganda
(East African Nature & Science Organization, 2024) Annet Musiimenta; Wilson Eduan; Mary Ocheng Kagoire
This study investigates the collaborative potential between universities and schools in enhancing teacher training, focusing specifically on student teachers’
perceptions of support from school managers during school practice (SP). The purpose of this research was to assess how various forms of support from school
managers impact student teachers’ experiences and perceptions during practical training. Utilizing a qualitative case study design, the research involved a sample of 24 student teachers in the third and final year of study. Data collection tools included semi-structured interviews and focus group discussions, which
provided in-depth insights into the participants’ experiences. Thematic analysis of the data revealed that student teachers perceived significant support from
school managers in areas such as induction processes, equitable load distribution, managerial guidance, professional development opportunities, and
motivational practices. However, a notable concern emerged regarding the negative perceptions arising from the absence of practicing teachers during SP.
The findings suggest that while overall support from school managers was viewed positively, there are areas for improvement. The study recommends that
universities should actively strengthen collaboration with placement schools by establishing formal partnerships, thereby enhancing the support system for
student teachers during school practice experiences.
Headteachers' Transformational Leadership and Its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda
(East African Nature & Science Organization, 2024) David Sengendo; Wilson Eduan
Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic
achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic
performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic
performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James
McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a
quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary
schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was
analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The
study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level)
and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control
variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers
and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head
teachers for sustainable academic performance in public secondary schools.
Planning for the Accelerated Education Programme for Refugee Learners In Uganda: Stakeholders Experiences
(East African Nature & Science Organization, 2024) Grace Kiiria; Wilson Eduan; Stella Eduan
This study focused on Accelerated Education Programme (AEP) to develop planning and coordination models tailored to this kind of programme. The
specific objective of the study was: To explore stakeholder’s experiences in planning for AEP to enhance transition of refugee learners to secondary
education. The study sought to explore how stakeholders experience planning and how planning influences transition of refugees learners to secondary education based on grounded theory design. Data collection was done through in-depth interviews and constant comparison analysis were done. The findings indicate that planning for AEPs was based on the four major aspects: planning for programme support, the beneficiaries, stakeholder engagement and harmonizing the curriculum. However, there is a gap in how planning is done which negatively influences transition of AEP learners to secondary education. The above factors need to be taken into consideration right from the initial stages of the programme. A Community-Focused Planning Model was developed from the study- a model which upholds the significance of community focused planning with emphasis on taking into consideration the socio-ecological environment/community in which the child lives while planning for AEP. The study therefore contributes to improved planning of AEPs while taking into consideration the needs of refugee learners, the environment in which they live and collaboratively engaging communities in the design of AEP. Thus, leading to improved learning outcomes and transition of refugee children to secondary education.
The Role of School Managers and University Supervisors Toward Pre-service Teacher Training in Uganda
(Gitoya Center for Academic Research and Dissemination, 2024) Annet Musiimenta; Wilson Eduan; Mary Kagoire
This paper presents the findings of a study that explored the collaborative roles of school managers and university supervisors in supporting student teachers during school practice. Using a single case study design and qualitative method, the study involved 25 participants, including school managers, SP supervisors and student teachers. Data was collected through interviews and focus group discussions and analyzed through the thematic approach. The findings show that school managers supported student teachers in various ways, such as placement support, orientation, distribution of loads, scholastic material provision, conducive school environment, supervision, mentorship as well as guidance and counseling. University SP supervisors, on the other hand, supported student teachers through school mapping, assessment, mentorship, professional growth and networking. The study suggests strengthening collaboration between universities and schools, recommending the formalization of partnerships and more active involvement of school managers in the school practice process. The study calls for improved communication, establishment of clear expectations and integration of technology to foster ongoing, dynamic collaboration that enhances
the overall support system for student teachers.
Lived Experiences of Domestic Violence and Coping Strategies Among Female Secondary School Teachers in Uganda
(Gitoya for Academic Research and Dissemination, 2024) Gladys Ayot Oyat; Wilson Eduan; Mary Kagoire Ocheng
This study investigated about lived experiences of domestic violence and coping strategies among female secondary school teachers in Uganda. The study employed qualitative approach within 23 secondary schools in Kitgum District. While through snowball sampling the study targeted all female teachers in these schools, who are victims of domestic violence, only 20 teachers who agreed to participate became the sample of the study. Furthermore, all the 23 head teachers of these schools participated in the study through purposive sampling. Data collection took place through in-depth interviews and data analysis took place through the thematic approach. While some of the domestic violence cases that took place include being beaten, tortured and injured, the victims used multiple ways to cope with the situations. The study recommends faith-based interventions as potential remedy for women who face domestic violence through deploying religious workers like school chaplains or other appropriate religious person to give support to such victims. The study further recommends supportive policy frameworks mainstreamed on tools for empowering female teachers and head teachers on support system for female teachers affected by domestic violence to allow them supportive work environment as well as provision of guidance and counselling experts in schools to provide similar services.