School of Education

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https://hdl.handle.net/20.500.11951/20

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Browsing School of Education by Author "Masagazi, Joel Yawe"

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    Getting Schools Ready for Integration of Pedagogical ICT: the Experience of Secondary Schools in Uganda
    (International Journal of Academic Research in Business and Social Sciences, 2013-02) Ndawula, Stephen; Kahuma, B James; Mwebembezi, Johnie; Masagazi, Joel Yawe
    The purpose of the study was to establish whether secondary schools in Uganda are prepared for effective teaching of ICT education. The study was carried out in six secondary schools in Uganda. Both qualitative and quantitative research methods with a descriptive cross sectional survey design were adapted to collect data from 96 respondents. Questionnaires and interviews were employed as data collection instruments. The study findings showed that, the introduction of ICT education as a subject in the secondary school curriculum is a good government’s policy that will bring in every secondary school graduate to the use of internet, world of employment creativity, knowledge and use of internet and other related technologies for national development. The findings further revealed that success of the ICT education policy will depend on governments’ effort to recruit well qualified teachers in the subject, supply of enough computers, and construction of adequate computer laboratories and libraries in all secondary schools and availability of a reliable power supply in the country.
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    The Relationship between Anxiety and Teacher Performance in Private Secondary Schools
    (International Journal of Academic Research in Business and Social Sciences, 2021-11-17) Tugumisirize, Novious; Masagazi, Joel Yawe
    The main objective was to examine the relationship between anxiety and teachers’ performance in private secondary schools in Mukono Municipality. Headteachers, teachers, Chairman Board of Governors, District education officer and Inspector of Schools composed participants to the study giving a total of 60 participants whose data was analyzed both qualitatively and quantitatively. The study adopted a descriptive study design. A correlation Analysis was done to establish the existing relationship between anxiety and teacher’s performance while regression analysis was used to examine the effects of anxiety on the teachers’ performance. The results indicate that a negative and significant relationship at 1% Exist between teachers’ performance and Anxiety (R=-0.964, P<0.01). The negative relationship indicates that an increase in anxiety leads to a decrease in teacher’s performance and a decrease in anxiety leads to an increase in teacher’s performance. Results further indicate that the R2 of the model is 0.93, which implies that anxiety explain 93% change in the performance of teachers. It further revealed that lack of commitment to work, transfer aggression to students, getting distraction at work, ineffective teachers failing to get involved in proper preparation of lessons and evaluating students’ work, failing to finish content syllabus coverage, lost morale and negative attitude towards work are the major effects of anxiety on the teachers’ performance.