Browsing by Author "Faith Mbabazi"

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Experiences of Mid-Level Administrators in Ugandan Universities: A Study of Multiple Role Conflicts
(East African Nature and Science Organisation, 2025-06-20) Faith Mbabazi; Wilson Eduan; Mary Kagoire Ocheng; Stella Amero Eduan
This qualitative study explores the experiences of mid-level administrators in Ugandan public universities, focusing on role conflicts arising from their multiple responsibilities. Grounded in Role Conflict Theory, the research explores time-based, strain-based, and behaviour-based conflicts among 20 administrators at Makerere and Kyambogo Universities. The study was guided by the following research questions: What are the strain-based experiences of mid-level administrators regarding their workload? How do time-based constraints affect their workplace responsibilities? What behavioural challenges arise when executing multiple roles? This qualitative study adopted a constructivist approach, focusing on participants' lived experiences (Creswell, 2014). It targeted mid-level administrators (e.g., deans, bursars, heads of sections, etc.) due to their multifaceted roles. Twenty participants were purposively selected for their expertise. Data were collected via semi-structured interviews, conducted face-to-face and online during the COVID-19 lockdown. Interviews were audio-recorded, with brief notes for follow-up. Pseudonyms ensured confidentiality. Thematic analysis categorized data into time-based, strain-based, and behavior-based themes, aligned with Role Conflict Theory. Findings reveal that extended work hours, heavy workloads, and challenges in switching roles lead to stress, burnout, and work-life imbalances. Gender, marital status, and age influence these experiences, with female and younger administrators reporting higher strain. The study recommends enhanced training and resource support to mitigate role conflicts. Implications for university administration and future research are discussed.
Role Conflict and Burnout among Administrators in Higher Institutions of Education in Uganda
(East African Nature and Science Organisation, 2023-10-16) Faith Mbabazi; Wilson Eduan; Mary Kagoire Ocheng
The purpose of this study was to find out the relationship between role conflict and burnout among administrators in higher education institutions in Uganda. There have been a number of studies on academicians in universities, but not much research has been done on administrators, especially in Uganda. The respondents included midlevel administrators such as deans, directors, heads of department, heads of sections, academic registrars, librarians, directors of services and human resource officers. This was a survey research design carried out on administrators in universities. The questionnaire, which was a combination of role conflict questions and Maslach burnout inventory, was administered to the administrators who had been randomly selected from universities. The findings indicated that role conflict was not a predictor of burnout dimensions of emotional exhaustion, cynicism and professional efficacy; however, coupled with demographics, the results changed, and there was a positive significant relationship, especially with age on emotional exhaustion. It was recommended that university top administrators should be interested in the mental state of their staff because, as earlier noted, emotional exhaustion was the most significant burnout dimension predicted by role conflicts
Role Conflict and Burnout of Administrators in Higher Education Institutions in Uganda
(2023-10-18) Faith Mbabazi
Based on the role conflict theory, the study examined role conflict and job burnout of Higher Educational Institutions administrators in Uganda. Therefore, the study sought to fill the gap since most studies on burnout that have been conducted in universities are about Teaching staff not on administrators. The study also aimed at examining the link between role conflict and burnout among administrators since they interact with students, staff and the public. The specific objectives of the study included the following: To establish the effect of role conflict on burnout of academic administrators. To examine the effect of role conflict on burnout of administrators. To examine the institutional differences on influence of role conflict and burnout among Higher Education administrators. To assess the role conflict and burnout experiences among university administrators. The study employed a mixed methods research specifically explanatory sequential approach. A burnout inventory and interview tools were administered to respondents and participants. Findings revealed the following: Role Conflict led to burnout especially on academic administrators with length of service having a significant relation with emotional exhaustion. Role conflict led to burnout with Time based construct, Age and Gender of respondents having significant relationship with emotion exhaustion. On institutional levels administrators from both Universities experienced role conflict and burnout The qualitative findings indicated quite a number of experiences that the participants were going through which showed the presence of role conflict and burnout. The study concluded that role conflict is a predictor of burnout dimensions most especially emotional exhaustion of academic and administrators across institutions. Higher education administrators should be interested in the mental state of their staff because as earlier noted emotional exhaustion was the most significantly burnout dimension predicted by role conflict. Key Words: Role Conflict, Burnout, Academic Administrators, Administrators Higher Educational Institutions