Browsing by Author "Joel Yawe Masagazi"

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Exploring Socio-Cultural and Educational Determinants of Parental Perceptions on Sexuality Education: Evidence from a Mixed-Methods Study
(East African Journal of Education Studies, 2026-01-27) Robert Kaduyu; Joel Yawe Masagazi
Despite growing advocacy for comprehensive sexuality education (CSE), its implementation in Uganda continues to face cultural and religious resistance. Parents, as primary socialising agents, hold influential perceptions that can either support or hinder sex education initiatives. Understanding the sociocultural and educational determinants shaping these perceptions is essential for designing culturally responsive and sustainable programs in Ugandan primary schools. This study explored the socio-cultural and educational factors influencing parents’ perceptions toward sex education for their children in selected primary schools in Bulamagi Sub-County, Eastern Uganda. Guided by Social Cognitive Theory (Bandura, 1986) and the Theory of Planned Behaviour (Ajzen, 1991), the study examined how personal cognition, social norms, and environmental contexts interact to shape parental attitudes and behavioural intentions toward school-based sex education. A mixed-methods design was employed. Quantitatively, data were collected from 81 parents using a structured questionnaire and analysed through multiple linear regression to determine predictive significance. Qualitatively, focus group discussions (FGDs) provided contextual insights into parental beliefs, norms, and experiences. Triangulation of results ensured analytical depth and validity. The regression model revealed a strong positive correlation (R = .931) with an R² of .866, indicating that 86.6% of the variance in parental perception was explained by the independent variables. Three factors emerged as significant predictors: parents’ education level (β = 0.413, p < .001), content of the sex education syllabus (β = 0.373, p < .001), and cultural beliefs and taboos (β = 0.246, p = .017). Qualitative findings reinforced these results, showing that parental literacy and awareness increased acceptance, while cultural taboos and religious conservatism fueled scepticism and resistance. Parental perceptions of sex education are shaped by the interplay of educational exposure, cultural identity, and religious values. While education enhances understanding and openness, socio-cultural and moral constraints continue to impede full acceptance. Integrating culturally sensitive communication, parental involvement, and transparent curriculum practices can bridge this gap. The study recommends strengthening parental sensitisation, teacher training, and policy frameworks that harmonise educational objectives with community values, thereby promoting inclusive and sustainable sex education programs in Uganda’s primary schools.
Financial Resource Mobilisation and Academic Program Viability in Private Universities: Evidence from Fort Portal City
(East African Journal of Interdisciplinary Studies, 2026-03-04) Stephen Agonzibwa; Joel Yawe Masagazi; Stephen Kyakulumbye
This study examined how resource mobilization practices influence the viability of academic programs in private universities located in resource-constrained regional contexts, using evidence from Fort Portal City, Uganda. While private universities play a critical role in expanding access to higher education, empirical evidence on how governance- and relationship-based resource strategies sustain academic programs at the sub-national level remains limited. Grounded in Resource Dependence Theory, Resource Governance Theory, and the Institutional Capacity Model, the study assessed the influence of stakeholder engagement, partnership effectiveness, and financial resource mobilization on academic program viability. defined in terms of sustainability, relevance, quality assurance, staffing continuity, and curriculum resilience. An exploratory sequential mixed-methods design was employed, involving qualitative interviews with senior university leaders and managers, followed by a survey of academic and administrative staff across the two private universities operating in Fort Portal City. Quantitative data was analyzed using descriptive statistics and multiple regression analysis, while qualitative data was analyzed thematically. The findings indicate that partnership effectiveness is the strongest predictor of academic program viability (β = 0.437, p < 0.001), followed by stakeholder engagement (β = 0.259, p = 0.006) and financial resource mobilization (β = 0.230, p = 0.002). Together, these factors explain 25.2% of the variance in academic program viability. Qualitative evidence reinforces these results, revealing heavy dependence on tuition fees, governance rigidities, and the central role of external partnerships in sustaining specialized and practice-oriented academic programs. The study concludes that academic program viability in regional private universities is shaped less by the volume of financial resources and more by governance quality, partnership functionality, and institutional capacity to deploy resources strategically. Practically, the findings underscore the need for formalized partnerships, decentralized resource governance, and capacity-building strategies tailored to the realities of private universities operating outside major metropolitan centers.
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.
Institutional Mediation and Teacher Engagement: A Contextual Model for ELearning Uptake in Uganda's Universal Secondary Education Schools
(East African Nature & Science Organisation, 2025-09-17) Nantagya Grace Ssebanakitta; Joel Yawe Masagazi; Mary Kagoire Ocheng; Kyakulumbye Stephen
This study, titled "Institutional Mediation and Teacher Engagement: A Contextual Model for E-Learning Uptake in Uganda's Universal Secondary Education Schools," investigates the strategies employed by teachers to overcome barriers to e-learning adoption within low-resource educational settings. Specifically, it explores how teachers in Kampala-based USE schools adapt to infrastructural, institutional, and pedagogical challenges, and proposes a contextual model to guide future integration efforts. Guided by the overarching objective to identify teacher-led strategies for navigating e-learning challenges, the study employed a convergent parallel mixed-methods design, combining quantitative data from 393 teachers and qualitative insights from 10 headteachers across all USE schools in Kampala City. Data were collected through structured questionnaires and semi-structured interviews, with rigorous procedures to ensure validity, trustworthiness, and triangulation. The findings reveal that teachers employed a combination of personal, peer-based, and institutionally facilitated strategies, including the use of personal devices, offline content sharing, peer mentorship, rotational scheduling, and community-supported ICT resource mobilization. Despite their creativity and adaptability, these coping mechanisms were often fragmented, inconsistent, and dependent on individual initiative rather than system-wide planning. Qualitative insights underscored the critical role of empathetic leadership, flexible budgeting, and informal CPD structures in supporting these grassroots innovations. Drawing on Constructivism, Connectivism, Technology-Mediated Learning Theory (TMLT), and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study developed the Institutionally Mediated E-Learning Uptake Model (IMELUM). This model highlights the dynamic interplay between infrastructural readiness, leadership support, teacher competence, and institutional culture as key mediators of sustainable e-learning engagement. The study concludes that while teacher-led coping strategies are commendable, they are insufficient without systemic institutional support, strategic policy alignment, and sustained investment. It recommends formalizing grassroots innovations into national digital education frameworks, strengthening school-level professional development, and incentivizing collaborative partnerships. Suggested directions for further research include: evaluating the long-term impact of peer mentorship on e-learning competence, assessing the role of institutional leadership in sustaining digital transformation, and investigating scalable funding models for ICT integration in secondary schools.
Institutional Mediation and Teacher Engagement: A Contextual Model for ELearning Uptake in Uganda's Universal Secondary Education Schools
(East African Nature & Science Organisation, 2025-10-30) Nantagya Grace Ssebanakitta; Joel Yawe Masagazi; Mary Kagoire Ocheng; Kyakulumbye Stephen
This study, titled "Institutional Mediation and Teacher Engagement: A Contextual Model for E-Learning Uptake in Uganda's Universal Secondary Education Schools," investigates the strategies employed by teachers to overcome barriers to e-learning adoption within low-resource educational settings. Specifically, it explores how teachers in Kampala-based USE schools adapt to infrastructural, institutional, and pedagogical challenges, and proposes a contextual model to guide future integration efforts. Guided by the overarching objective to identify teacher-led strategies for navigating e-learning challenges, the study employed a convergent parallel mixed-methods design, combining quantitative data from 393 teachers and qualitative insights from 10 headteachers across all USE schools in Kampala City. Data were collected through structured questionnaires and semi-structured interviews, with rigorous procedures to ensure validity, trustworthiness, and triangulation. The findings reveal that teachers employed a combination of personal, peer-based, and institutionally facilitated strategies, including the use of personal devices, offline content sharing, peer mentorship, rotational scheduling, and community-supported ICT resource mobilisation. Despite their creativity and adaptability, these coping mechanisms were often fragmented, inconsistent, and dependent on individual initiative rather than system-wide planning. Qualitative insights underscored the critical role of empathetic leadership, flexible budgeting, and informal CPD structures in supporting these grassroots innovations. Drawing on Constructivism, Connectivism, Technology-Mediated Learning Theory (TMLT), and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study developed the Institutionally Mediated E-Learning Uptake Model (IMELUM). This model highlights the dynamic interplay between infrastructural readiness, leadership support, teacher competence, and institutional culture as key mediators of sustainable e-learning engagement. The study concludes that while teacher-led coping strategies are commendable, they are insufficient without systemic institutional support, strategic policy alignment, and sustained investment. It recommends formalising grassroots innovations into national digital education frameworks, strengthening school-level professional development, and incentivising collaborative partnerships. Suggested directions for further research include: evaluating the long-term impact of peer mentorship on e-learning competence, assessing the role of institutional leadership in sustaining digital transformation, and investigating scalable funding models for ICT integration in secondary schools.
Managing Burnout among Teaching Staff at Private Universities in Uganda A Case Study
(International Journal of Educational Development in Africa, 2022-08-01) Joel Yawe Masagazi
The focus of this study was to examine the causes of burnout among teaching staff and, based on the findings, to suggest a framework to manage burnout among teaching staff at private universities in Uganda. A qualitative research approach with a multiple case study design was adopted in the study. Individual and focus group interviews as well as document analysis aided data collection from 50 lecturers, 40 senior lecturers, 20 faculty deans and five registrars across five chartered private universities in the Central Region in Uganda. Empirical data revealed that burnout was mainly due to institutional causes specifically from their workplaces such as conflicting directives, teaching staff’s need to accomplish tasks by a known deadline, delays in the issuance of teaching staff contracts, job insecurity, teaching staff’s incompetence due to skills gaps, limited teaching staff support, students’ disruptive behaviour, and workload. In a second classification, interpersonal causes such as unresolved family challenges, being overly ambitious, failing to progress academically, financial obligations and limited resources also caused burnout among teaching staff. The recommendations that were made include mandatory workouts to boost morale and mood through continuous aerobic exercises, mandatory rest and repair of the lost resources through a paid annual leave, identification of alternative sources of income to supplement salaries, open communication channels, and employee assistance programmes, among others. The study suggests a framework to manage burnout among teaching staff at private universities in Uganda.
Navigating Educational Disruptions: The Impact of COVID-19 on Daily Functioning of Private Secondary Schools
(International Journal of Research and Innovation in Social Science, 2024-03-24) Joel Yawe Masagazi; Harriet Nnabbanja
This cross-sectional study employed a mixed-methods approach to comprehensively investigate the impact of COVID-19 on private secondary schools. Qualitative and quantitative methodologies were integrated, enhancing the depth of understanding. The sample consisted of 92 participants, including school directors, head-teachers, deputy head teachers, and classroom teachers, were purposively and randomly selected. The study revealed shifts in enrollment patterns and attendance trends due to remote and hybrid learning models. Academic performance variations underscored the challenges of adapting to new teaching methodologies. Financial implications arising from altered revenue streams and increased operational costs, Teacher roles evolved, necessitating tailored support. Infrastructure limitations hindered remote learning effectiveness. Student well-being emerged as a poignant concern, and parental involvement dynamics shifted. Findings offer actionable insights for schools and policymakers, contributing to the discourse on educational resilience during global crises. The blended methodology provides a holistic understanding of COVID-19’s intricate influence on private secondary schools. By furnishing evidence-based strategies, this research aids decision-making to navigate unprecedented disruptions.
Pioneering Online Assessment Solutions: Empirical Experiences From Educational Practitioners
(International Journal on Integrating Technology in Education (IJITE), 2024-06-01) Joel Yawe Masagazi; Patrick Lugemwa; Eva Mirembe
The emergence of E-learning has shaped the university's new pedagogical, environment to guarantee business continuity in worse pandemics. Assessment is an end process of learning however, measuring it to globally accepted standards is still a nightmare in universities. It is not clear whether the assessment spells out the tasks posed to learners? illustrate an observable demonstration of the learners’ ability? or have a detailed scoring criterion? no wonder stake holders still doubt assessment online. The research examined qualitative literature regarding the innovative strategies for online educational assessment sustainable and scalable. To gather empirical qualitative data on this subject, a systematic review of literature was undertaken. The study responded to one major research question. “What are the experiences of educational practitioners reported in empirical qualitative research studies pertaining innovative strategies for online educational assessment?” We conducted a qualitative review of the scientific literature published between 2010 and 2022 using the PRISMA framework, thematic analysis was employed to generate themes and patterns. Education databases, like ERIC were used for the article search. Search phrases utilized for this systematic review included “Strategies for online assessment” and “Assessment of E-learning.” 16 articles were included in the analysis for this study. findings point to the Asynchronous Online Discussion, E-portfolios, Distance Project based assessment, Online proctored Exams, Online non-proctored exams as sustainable strategies. The study demonstrates a potential solution to online assessment in universities and restores confidence among educational partners and funders.
Strategies for Retaining Academic Staff in Faith-Based Higher Education Institutions
(East African Journal of Education Studies, 2025-06-23) Margaret Rose Nagita; Joel Yawe Masagazi; Wilson Eduan
This study explored academic staff retention strategies in Church-founded higher education institutions (CFHEIs) in Uganda, recognizing the importance of sustaining human capital for institutional performance. Employing a qualitative case study design, data were collected from 48 academic staff- professors, lecturers, and teaching assistants—through semi-structured interviews, focus group discussions, and document analysis. The findings revealed that CFHEIs utilize a multidimensional retention framework grounded in intrinsic and extrinsic motivators. Key strategies include clear career paths and transparent promotion criteria, which motivate staff by fostering merit-based advancement and recognition. Competitive salary structures and comprehensive benefits, such as housing allowances, pension schemes, and health insurance, were recognized as essential hygiene factors that prevent dissatisfaction and enhance institutional loyalty. Additionally, performance-based incentives, including bonuses for research output and grants, were highlighted as effective motivators reinforcing a culture of excellence and achievement. The study also identified the value of financial and institutional support for advanced studies, such as partial scholarships, sabbatical leave, and flexible work arrangements, in strengthening staff commitment. Furthermore, continuous learning and specialized training programs, particularly those tailored to departmental needs and delivered by external experts, were found to significantly enhance professional development and retention. Despite these positive practices, participants reported challenges of equity, transparency, and implementation consistency, especially in the distribution of scholarships, the responsiveness of salary adjustments to inflation, and the inclusiveness of incentive systems across disciplines. The study concludes that CFHEIs have developed a robust and context-sensitive approach to academic staff retention. However, to maximize impact, it is recommended that institutions improve equitable access to professional development and financial support, enhance transparency in promotion and recognition, and ensure the alignment of incentive structures with staff needs. Future research should examine leadership roles in policy execution and compare retention practices across institutional types.
Teachers’ Perceived Challenges and the Uptake of E-Learning in Kampala Capital City
(East African Journal of Education Studies, 2026) Grace Nantagya Ssebanakitta; Joel Yawe Masagazi; Mary Kagoire Ocheng; Stephen Kyakulumbye
This study investigated the challenges affecting teachers’ uptake of elearning instruction in government-aided Universal Secondary Education (USE) schools in Kampala Capital City, Uganda. The objective was to examine the infrastructural, institutional, and personal factors that hindered teachers’ effective engagement with e-learning platforms. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Technology-Mediated Learning (TML) frameworks, a convergent mixed methods design was employed. The study population comprised 393 teachers and 10 headteachers from ten USE schools, all selected through a universal sampling strategy to ensure representativeness. Data were collected using a structured questionnaire and semi-structured interviews. Quantitative data were analysed using descriptive statistics (means, standard deviations) and inferential tests (t-tests, ANOVA, chi-square, and multiple regression), while exploratory factor analysis (EFA) confirmed construct validity. Qualitative data underwent thematic analysis, following systematic stages of familiarisation, coding, and theme refinement. The results revealed that teachers faced numerous challenges affecting elearning uptake. Quantitatively, unreliable electricity (M = 1.39, SD = 0.05), weak internet connectivity (M = 1.59, SD = 0.35), insufficient ICT equipment (M = 1.31, SD = 0.13), and limited technical support emerged as critical barriers. Regression analysis indicated that dependence on desktop-based teaching tools negatively influenced e-learning adoption (β = –0.134, p = 0.012), while lack of student access further constrained implementation (β = –0.119, p = 0.024). Qualitative findings reinforced these outcomes, highlighting funding inadequacies, irregular teacher training, inconsistent administrative support, and fragile maintenance systems as recurring obstacles. Headteachers also cited low motivation, absence of national e-learning policies, and erratic digital environments as institutional challenges. The study concluded that the barriers to e-learning uptake in USE schools are systemic, multifaceted, and structurally embedded within Uganda’s educational ecosystem. It recommends enhanced investment in digital infrastructure, sustainable funding frameworks, continuous professional development, and stronger administrative leadership to institutionalise e-learning practices. Empowering teacher collaboration networks and strengthening feedback systems were further advised to promote sustained technology-mediated instruction.