Browsing by Author "John Kitayimbwa"

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Applying Resource Dependence Theory to Examine Curriculum Implementation Fidelity in Uganda’s Lower Secondary Schools
(East African Journal of Education Studies, 2026) Tonny Muzaale; John Kitayimbwa; Wilson Eduan
This study investigated how instructional efficacy mediates the relationship between resource capacity and competency-based curriculum (CBC) implementation fidelity in Uganda’s lower secondary schools. Firmly grounded in the RTD framework, which theorises that educational resource capacity exerts its influence on curriculum outcomes through proximal teacher-level response mechanisms, particularly instructional efficacy, and guided by systems and instructional effectiveness perspectives, the study examined the extent to which school resources enhance teacher instructional efficacy, which in turn influences faithful implementation of learner-centred CBC practices. An explanatory sequential mixed-methods design was employed, collecting quantitative data from 972 teachers, administrators, and NCDC staff, alongside qualitative data from 11 (eleven) in-depth interviews. Quantitative analysis utilised hierarchical multiple regression with bootstrapped mediation to estimate indirect effects, a regression-based approach sometimes referred to as PROCESS-style mediation analysis. Results revealed that resource capacity significantly predicts instructional efficacy, which partially mediates the effect of resources on CBC implementation fidelity. Teachers with higher instructional efficacy reported stronger engagement with students, greater adaptability, and more consistent adherence to curriculum objectives. While resources directly support curriculum implementation, their impact is substantially amplified when teachers perceive themselves as capable and confident in their instructional practices. Qualitative findings further contextualised these results, highlighting the importance of supportive leadership, collaborative school environments, and structured professional development in translating resources into effective teaching practices. The study concludes that enhancing CBC implementation requires coordinated investment in resources and teacher capacity development, coupled with strengthened school-level leadership. It recommends institutionalised professional development programs, strategic allocation of school resources, and ongoing monitoring and support to sustain high levels of instructional efficacy and curriculum fidelity across Uganda’s lower secondary schools.
Educational Resource Dynamics and Instructional Adaptability as Determinants of Competency-Based Curriculum Implementation Fidelity in Uganda’s Lower Secondary Education
(East African Journal of Education Studies, 2026) Tonny Muzaale; John Kitayimbwa; Wilson Eduan
This study investigated Instructional Resource Dynamics and Instructional Adaptability as Determinants of Competency-Based Curriculum Implementation Fidelity in Uganda’s Lower Secondary Education. The specific objective was to determine how human, digital/printed, and physical infrastructural resources affect curriculum implementation and to assess the mediating role of instructional adaptability. An explanatory sequential mixed methods design was employed, beginning with a quantitative phase using structured surveys administered to 972 lower secondary school teachers, followed by qualitative interviews to contextualise statistical findings. Quantitative data were analysed using SPSS Version 25, employing descriptive statistics, correlation, hierarchical multiple regression, and mediation analysis through path coefficients and Sobel testing. Results indicated that educational resources significantly predicted curriculum implementation, with human resources having the strongest effect, followed by digital/printed materials, while physical infrastructure showed a smaller, non-significant contribution. Instructional adaptability partially mediated the relationship between educational resources and curriculum implementation, suggesting that resource availability enhances teachers’ adaptive teaching capacities, which in turn improves curriculum fidelity. These findings align with Constructivist and Fidelity of Implementation theories, emphasising that teacher competence and flexibility bridge the gap between policy intentions and classroom realities. The study concludes that the success of CBC implementation depends not only on the adequacy of resources but also on teachers’ ability to adapt instruction to diverse contexts. It recommends that the Ministry of Education increase teacher recruitment and professional development, expand equitable access to digital and printed learning resources, and improve infrastructure standards through collaboration with county governments and school boards. Strengthening teacher adaptability through continuous professional learning and targeted policy support is essential for sustaining effective, learner-centred curriculum implementation across Uganda’s education system.
School Change, Education Receptivity, and Resource Capacity as Predictors of Curriculum Implementation Fidelity
(African Journal of Empirical Research, 2026-01) Tonny Muzaale; John Kitayimbwa; Wilson Eduan
This study was conducted with the aim of examining the role of school change receptivity and resource capacity as predictors of CBC implementation fidelity in lower secondary schools in Uganda. Using a system and change management perspective, the study sought to examine the role of change receptivity and resource capacity in predicting CBC implementation fidelity in lower secondary schools in Uganda. The researcher has used the resource-based theory and fidelity of implementation theory as a basis for the review. An explanatory sequential mixed-methods design was used to examine the relationship between change receptivity and CBC implementation fidelity and how resource capacity influences CBC implementation fidelity with a sample of 972 participants from the National Curriculum Development Centre, comprising teachers, school administrators, and other staff from public and private schools in Wakiso District, Uganda, and 71 participants from in-depth interviews with teachers and school administrators from selected schools. Quantitative data analysis was conducted using IBM SPSS Statistics Version 25, and qualitative data analysis was conducted using Braun and Clarke’s framework for thematic analysis to explain and contextualize the findings from the quantitative data analysis. The results revealed that school change receptivity and resource capacity co-acted to predict CBC implementation fidelity. Human resource capacity was a dominant predictor of fidelity in that schools with trained, supported, and confident teachers recorded high levels of instruction consistency and student-centeredness. However, the lack of refresher courses and professional support hindered change receptivity. Physical resource capacity was a moderate predictor in those schools with equipped and functioning physical facilities, which recorded high levels of fidelity despite the lack of physical resources in some schools. Instructional digital and print materials recordeda low but positive effect on fidelity in that they were hindered by the lack of ICT facilities and digital materials. In conclusion, this study argues that in order to enhance CBC fidelity of implementation, there is a need to enhance schools’ change receptivity and resource capacity. It is recommended that schools be provided with professional development opportunities to enhance change receptivity and resource capacity in order to enhance fidelity in CBC implementation.
Seasonal Dynamics and Optimal Control Analysis of Fowlpox Disease
(Springer Nature, 2025-02) Cosmas Muhumuza; Joseph Y. T. Mugisha; Fred Mayambala; John Kitayimbwa
Fowlpox is a highly contagious viral disease that primarily affects chickens and turkeys, though it can infect various bird species. The disease spreads rapidly through vectors, contaminated environments, and infected hosts, and is challenging to control due to seasonal variations influencing its dynamics. In this study, a deterministic model incorporating periodic mosquito growth and virus decay rates is formulated and analysed to assess the impact of seasonality in the disease dynamics. The model is further modified by incorporating time-dependent control parameters and analysed to evaluate the effect of insecticide spraying and environmental decontamination on the disease management. Optimal control theory is applied to determine the effectiveness of these interventions. The basic reproduction number, , is computed using the time-averaging method and the linear operator approach, and the results are analysed. The trajectories derived from the time-averaging method alternately overestimate and underestimate the disease risk as the amplitude of seasonal oscillations increases. In contrast, the linear operator approach consistently shows that regardless of the virus decay rate. Optimal results demonstrated that environmental decontamination is more effective than the insecticide spraying though relying on one strategy does not completely eliminate fowl pox disease in the chicken. However, combining both control measures yields significantly better outcomes.