Browsing by Author "David Andrew Omona"

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Bridging Motivational Gaps: A Framework Tailored to Teacher Training Institutions in Eastern Uganda
(East African Journal of Education Studies, 2025-04-01) Margaret Sarah Nafuna; Joel Yawe Masagazi; David Andrew Omona
This study, entitled "Bridging Motivational Gaps: A Motivational Framework Tailored to Teacher Training Institutions in Eastern Uganda," explores the pressing issue of tutor motivation within Teacher Training Institutions (TTIs) in the region. The objective of this study is to ex-amine the motivational strategies employed in Teacher Training Institutions (TTIs) in Eastern Uganda and develop an integrated framework that aligns tutor needs with institutional objectives to enhance professional growth and tutor satisfaction. Utilizing a qualitative research methodology, the study adopts a case study design, drawing on data collected through semi-structured interviews, focus group discussions, and document analysis. Participants included tutors, principals, members of Boards of Governors, and Parent-Teacher Association representatives, whose diverse perspectives provided comprehensive insights into the motivational dynamics at play. The findings indicate that existing motivational strategies in TTIs are predominantly financial, such as allowances for supervision and school practice. However, tutors underscored the critical value of non-financial incentives, including recognition, leadership opportunities, and avenues for career development. The study underscores the need for a holistic approach to motivation, integrating both intrinsic and extrinsic factors alongside structured feedback mechanisms and enhanced institutional support. As an original contribution, this research introduces the Integrated Motivational Framework for Teacher Training Institutions (IMFTTI), a conceptual model aimed at aligning tutor needs with institutional objectives, fostering professional growth, and enhancing overall tutor satisfaction. The study recommends institutional adoption of the IMF-TTI framework to systematize balanced motivational strategies and address existing challenges, thereby advancing tutor performance and educational outcomes in Eastern Uganda. Directions for future research are also provided, emphasizing the need for continued exploration of motivation in educational contexts.
Influence of Motivational Strategies on Tutors’ Performance: A Case of Teacher Training Institutions in Eastern Uganda
(East African Journal of Education and Social Sciences, 2025-08-08) Margaret Sarah Nafuna; Joel Yawe Masagazi; David Andrew Omona
The purpose of this study was to examine the effect of motivational strategies on the performance of tutors among Teacher Training Institutions (TTIs) in Eastern Uganda. A multiple-case study design was adopted to explore both intrinsic and extrinsic motivational efforts. The study population comprised tutors, principals, deputy principals and members of Boards of Governors from three Core Primary Teacher Colleges. Using a purposive sampling procedure, 66participantswere selected, including 45 tutors, 3 principals, 6 deputy principals, and 12 Board members, based on their direct involvement in teacher education and institutional management. Data was collected through semi-structured interviews and focus group discussions. Thematic analysis identified key patterns and relationships between motivation and tutor performance. The findings show that motivation influences autonomy, engagement, job satisfaction and teaching effectiveness. Professional growth opportunities, recognition and structured feedback systems were critical in sustaining the motivation. The study concludes that a multifaceted motivational framework grounded in selected theoretical frameworks enhances the performance of tutors and institutional productivity. It recommends that TTIs institutionalize transparent goal-setting, equitable reward systems, continuous professional development and supportive feedback mechanisms to strengthen motivation and overall educational outcomes.
The Lord’s Resistance Army (LRA) insurgency in Uganda
(Routledge, 2024-09) David Andrew Omona; Scott N. Romaniuk
Uganda, a member of the East African community, has endured conflict within its borders for decades. Although there have been conflicts prior to contact with foreign powers, the postcolonial conflicts so far have exceeded what the country could contain within its borders. While the earlier conflicts pitted neighbouring communities against each other over space and power, the colonial and postcolonial conflicts have taken on different shades. During the expansion of British colonial rule, for example, a lot of resistance emerged in different parts. However, once they got hold of the different regions of present-day Uganda, they were able to suppress most of the conflicts. When the British passed the baton of leadership to Ugandans, the country took off in a positive direction. According to Patrick Rubaihayo (2005), soon after independence, the government embarked on transforming Ugandan society from colonial vestiges to a productive and free society. Social services, infrastructure, trade, and commerce were developed following the Uganda Peoples’ Congress (UPC) manifesto to fight ignorance, disease, and poverty.
Ugandan realities on human sexuality: Religious, historical, social, political, legal, and cultural influences
(William Carey Publishing, 2026) David Andrew Omona
[The chapter, "Ugandan Realities on Human Sexuality: Religious, Historical, Social, Political, Legal, and Cultural Influences" by Andrew David Omona, is not primarily a study of human sexuality itself, but rather an explanation of why Uganda has adopted its current position on homosexuality and LGBTQ+ issues. The author explicitly states that human sexuality is used as a lens through which to understand the country's broader religious, historical, political, legal, social, and cultural realities.]