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.
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- 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
Rewards and teachers’ job satisfaction in selected government aided secondary schools in Kumi district, Uganda
(Uganda Christian University, 2026-10-12) Ingaru, Deborah
This research was about rewards and teachers’ job satisfaction in selected government aided secondary schools in Kumi District, Uganda. The purpose of the study was to find out how rewards influence teachers’ job satisfaction in the selected government aided secondary schools in Kumi District, Uganda. The researcher used a cross-section survey design, both qualitative and quantitative research methods. A total of 195 respondents were used: 07 headteachers, 07 chairpersons PTA, 01 DEO and 180 teachers. Purposive sampling and simple random sampling techniques were used for selecting respondents. Self-administered questionnaires and interviews were used as data collection instruments. Study findings showed that teachers are rewarded in different ways both monetary and non-monetary but generally, most of them are rewarded through salary payment, given meals, through praise for good work done and some given PTA allowances. Teachers are not rewarded through professional growth and development and few of them had benefited from promotions. Study findings further showed that teachers’ levels of intrinsic satisfaction with their job were high due to love and passion for their profession. Most of them however, especially of arts subjects were not extrinsically satisfied due to disparities in payment of salaries compared to teachers of science subjects. It was concluded that salary payment and allowances enhance teachers’ job satisfaction. Basing on the above findings, it is recommended that the government needs to ensure that salaries of arts subject teachers are enhanced to the tune of their science counterparts, to foster equal pay for equal work. It was also recommended that all schools should have staff quarters to save teachers from trekking long journeys to school.
Factors influencing utilization of day six postnatal care services among mothers attending health facilities in Nwoya district, Northern Uganda
(Uganda Christian University, 2026-10-12) Ladwong, Atim Mary
Introduction: Utilization of Day Six Postnatal Care (PNC) services is essential for early detection and management of maternal and neonatal complications within the first week after delivery. However, uptake of these services remains low in many low-resource settings, including Uganda. Utilization is influenced by individual, obstetric, and health system factors. This study aimed to determine the factors influencing utilization of Day Six postnatal care services among mothers attending health facilities in Nwoya District, Northern Uganda. Methods: A facility-based cross-sectional study design using a quantitative approach was employed. Data were collected from conveniently selected postpartum mothers attending YCC in two selected health facilities of Anaka Hospital and Alero Health Centre III using structured questionnaires. A total of 461 respondents were included in the study. Data were analyzed using SPSS version 26. Descriptive statistics summarized the data, while bivariate and multivariable logistic regression analyses were used to determine factors associated with utilization of Day Six postnatal care services. Results were presented as adjusted odds ratios (AOR) with 95% confidence intervals (CI), and findings were presented in tables and text. Results: The uptake of Day Six postnatal care services was low, with only 23.2% of mothers attending the service, while 76.8% did not utilize it. Utilization was significantly associated with several factors. Mothers with secondary education and above were more likely to utilize Day Six postnatal care compared to those with no formal education (AOR = 3.52; 95% CI: 1.41–8.78; p = 0.007). Urban residence was associated with higher utilization compared to rural residence (AOR = 2.24; 95% CI: 1.26–3.98; p = 0.006). Mothers who attended antenatal care during their last pregnancy were more likely to utilize Day Six postnatal care compared to those who did not attend ANC (AOR = 2.41; 95% CI: 1.18–4.92; p = 0.015). Facility delivery was positively associated with utilization compared to home delivery (AOR = 0.38; 95% CI: 0.18–0.78; p = 0.009). Other significant predictors included caesarean section delivery, premature birth, shorter distance to health facilities, childbirth complications, positive provider attitude, and receipt of adequate information during care. Conclusion: The utilization of Day Six postnatal care services in Nwoya District was low and was influenced by individual factors (education and residence), obstetric factors (ANC attendance, mode of delivery, birth outcomes, and complications), and health system factors (distance to facility, provider attitude, and information provision). Strengthening maternal health education, improving access to services, enhancing quality of care, and promoting continuity of care from ANC through delivery and postnatal periods are essential to improve uptake of Day Six postnatal care services.
Effects of school feeding programs on students’ attendance in government-aided secondary schools: a case of Nkuutu Memorial Secondary School, Bugweri District
(Uganda Christian University, 2026-10-10) Nzindo, Alex Assy
Regular attendance is a precondition for learning, yet many secondary-school students in rural Uganda miss lessons because of hunger. This study examined the effects of the school feeding programme on students’ attendance at Nkuutu Memorial Secondary School, a government-aided school in Bugweri District. Its objectives were to assess the effects of meal availability, type of food, programme awareness and perceived benefits on attendance. A convergent parallel mixed-methods design was used. Questionnaires were completed by 240 of 260 randomly sampled students (92.3% response rate), and interviews were held with 20 purposively selected key informants: five administrators, twelve teachers and three district education officials. Quantitative data were analysed using descriptive statistics, Pearson correlation and regression in SPSS, and qualitative data thematically. About two-thirds of students (68.8%) received meals, while 31.3% did not, mainly day students and those with unpaid feeding fees. Meal availability (r = 0.60–0.67) and type of food (r = 0.56–0.63) were positively associated with attendance. Programme awareness (β = 0.621, p < 0.001) and perceived benefits (β = 0.704, p < 0.001) significantly predicted attendance, with perceived benefits the strongest predictor. Key informants reported that feeding funds do not always translate into meals for all students. The study concluded that the programme supports attendance for the students it reaches but excludes many of the most vulnerable. It recommends that no student be denied meals for unpaid fees, that menus be improved, that parents be better informed, and that district officials monitor feeding provision and accountability.
Incentives as Drivers of Pedagogical Innovation in Higher Education: Evidence from Uganda
(East African Journal of Education Studies, 2026-02-18) Aliwaru Daisy; Joel Yawe Masagazi; David Baiko Ajuaba
Pedagogical innovation has become a central concern for higher education institutions seeking to enhance teaching quality and graduate relevance amid increasing financial and managerial pressures. In Uganda, universities operate under contrasting public and private governance and funding regimes, yet empirical evidence on how incentive structures influence pedagogical innovation remains limited. Guided by the objective of determining the effect of incentives on pedagogical innovations in education at Muni University and Uganda Christian University, this study examined how institutional incentives shape innovative teaching practices across public and private university contexts. The study adopted a correlational research design within an explanatory sequential mixed-methods approach. Quantitative data was collected first using structured questionnaires administered to a stratified random sample of 222 academic staff, including professors, senior lecturers, heads of departments, and faculty deans drawn from the two universities. This was followed by qualitative data collection through semi-structured interviews, focus group discussions, and unstructured observations to contextualize and explain quantitative patterns. Quantitative data were analyzed using SPSS version 27, employing descriptive statistics and inferential techniques, including chi-square tests, logistic regression, and multilevel modeling. Qualitative data were thematically analysed using ATLAS.ti 9, and findings from both strands were integrated through triangulation. Quantitative results revealed a statistically significant positive relationship between incentives and pedagogical innovation (χ² = 18.64, p < .001). Logistic regression analysis indicated that academic staff who reported access to structured incentives were over twice as likely to adopt innovative pedagogical practices (OR = 2.31). Mean scores for pedagogical innovation were higher at the private university (M = 4.02, SD = 0.61) than at the public university (M = 3.47, SD = 0.68), reflecting institutional differences in incentive flexibility. Qualitative findings further demonstrated that while financial incentives mattered, recognition, professional development opportunities, and supportive leadership were equally influential in shaping innovative teaching. The study concludes that incentives are significant drivers of pedagogical innovation, though their effectiveness is mediated by institutional context. It recommends that Ugandan universities adopt balanced incentive frameworks that combine material and non-material rewards, supported by coherent management strategies and policy alignment to sustain pedagogical innovation across both public and private institutions.
The role of the church in the rehabilitation of street children in Uganda. a case of diocese of Kampala District
(Uganda Christian University, 2026-08-18) Kyakumanga, Medias Kirabo
This dissertation investigates the role of the Church of Uganda's Diocese of Kampala (DOK) in rehabilitating street children, a population exceeding 25,000 in the Kampala Metropolitan area. The research is driven by the Ugandan government's fiscal constraints in tackling this crisis, underscoring the need for effective interventions from established institutions like the Church. Using a mixed-methods approach, the study combined quantitative surveys with street children and qualitative interviews with church leaders, NGOs, police, and KCCA officials, focusing on key hotspots within the DOK's jurisdiction. A conceptual framework rooted in Biblical Social Justice and Liberation Theology guided the analysis, positioning the Church as a moral voice for the marginalized. Findings expose a notable disconnect between the Church's spiritual mandate and its practical action. Although the DOK expresses concern, its responses remain largely adhoc, limited to sporadic food (35.3% of churches) and clothing (23.5%) distribution. Critical elements of holistic rehabilitation shelter (5.9%), vocational training (11.8%), and sustained family reunification (11.8%) are significantly underdeveloped. Major obstacles include severe funding shortages, inadequate infrastructure, untrained personnel, overwhelming child numbers, and pervasive community stigmatization. The study concludes that the DOK's current contribution is minimal and ineffective despite its transformative calling. To bridge this gap, the dissertation recommends a strategic shift from episodic charity to holistic empowerment—developing structured Diocesan programs in vocational skills, psychological counseling, and family tracing, alongside building dedicated housing. It also strongly advocates for formal partnerships with government and NGOs to pool resources, share expertise, and influence policies addressing root causes like poverty and family collapse. This research offers an evidence-based framework for the DOK, policymakers, and faith-based organizations to
enhance rehabilitation and reintegration efforts, advancing social justice and compassion.