Browsing by Author "Charles Muweesi"

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Head Teachers’ vision and influence on financial performance in Church of Uganda founded Secondary Schools
(International Journal of Educational Policy Research and Review, 2025-11-10) Jasper M. Tumuhimbise; Alfred Buluma; Charles Muweesi; Faith Mbabazi; Mary Kagoire Ocheng
Visionary leadership and financial performance of secondary schools are intertwined. Leaders with vision are increasingly recognized as a crucial in organizational success. This particularly is in Church of Uganda founded educational institutions in dioceses. This results in financial performance plays a pivotal role in sustainability and quality of education delivery. The study employs a mixed-methods approach, combining qualitative interviews and quantitative surveys. A total of 336 respondents were used to gather data. This had 311 quantitative respondents and 25 key informants. This was obtained from a sample eight of twenty-three secondary schools within the diocese. Key findings highlight that the vision is statistically significant. Quantitative analysis revealed that it has a coefficient correlation of 0.69 and a p value of 0.03 which indicates a strong correlation and statistically significant relationship between effective team leadership and financial health. The subsequent indicators such as budget management, resource allocation efficiency, and overall financial performance are essential and are dependent on vision. Visionary leaders are identified through their ability to articulate a compelling vision, inspire stakeholders, and strategically allocate resources to align with institutional goals. Recommendations include the need to foster professional development programs that enhance vision. Further, promotion of transparency in financial management practices, and a culture of innovation and strategic planning is essential.
Techniques Used by Teachers in Teaching Literacy and Numeracy in Selected Primary Schools in Kongwa District, Tanzania
(Paradigm Academic Press, 2024-01) Zilpa Graceford Masenje; Charles Muweesi; Mary Kagoire Ochieng; Tendo Shira Namagerob; Faith Mbabazi Musinguzi
The study investigated techniques used by teachers in the teaching of literacy and numeracy in selected Primary Schools in Kongwa District. It examined the factors that contribute to pupils’ inadequate literacy and numeracy skills. A cross-sectional survey research design, with a sample size (N=95) was used. Simple Random Sampling and Census Inquiry techniques were adopted. Quantitative data were analyzed using SPSS and the Qualitative data were analyzed using the verbatim method. The study findings suggested that there were literacy and numeracy issues in these particular Primary Schools since most of the Teachers lacked the skills needed to impart these abilities the majority of the Teachers never used the brainstorming technique, and others never used cooperative learning to teach literacy and numeracy. Likewise, few of these teachers’ use playing games as a technique for teaching literacy and numeracy. The study concluded that the majority of the teachers never used brainstorming, cooperative learning, and the use of play games as techniques to deliver lessons to learners. The study recommends retraining Teachers, employing teachers who have qualifications and cooperative teaching.