Browsing by Author "Faith Mbabazi Musinguzi"

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    Head Teacher’s Support Role on the Quality of Inclusive Education in Secondary Schools in Iganga District
    (Advances in Social Sciences and Management, 2023-12) Lastone Balyaino; Muweesi Charles; Mary Kagoire Ochieng; Isabirye Christopher; Faith Mbabazi Musinguzi
    The study investigated the Head Teacher’s support Role in the Quality of Inclusive Education in Secondary Schools in the Iganga District. It examined the head teacher’s mandates in the realization of quality inclusive education in selected secondary schools. Explicitly, the study determined the influence of the head teacher's support role on the quality of inclusive education in secondary schools. This study adopted a cross-sectional survey design, drawing on quantitative and qualitative research approaches with a sample size of 83 respondents. Interview guides and questionnaires were used for data collection. SPSS software version 23 was used with a focus on descriptive statistics. The verbatim method was used for qualitative data. The study revealed that there was a moderate positive or constructive significant correlation between the head teacher's support role and achievement of quality inclusive education in selected secondary Schools (r=.514** p < 0.05). The study established that putting in place continuous professional development workshops, welfare, giving support supervision and provision of teaching aids, while other factors or issues remain constant, is most likely to better the process of inclusive education quality in secondary school. Conclusively the study revealed that the Head teacher's planning, support and motivation cannot work in isolation in the attainment of quality inclusive education. Monetary and nonmonetary ways greatly influence the quality of inclusive education. Also, the study recommends head teachers make relevant plans and increase support and motivation to uplift secondary schools' quality of inclusive education.
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    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.