Browsing by Author "Lastone Balyaino"

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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.
Headteacher’s Role in Attainment of Quality Inclusive Education in Selected Secondary Schools in Iganga District, Uganda
(Uganda Christian University, 2024-06-07) Lastone Balyaino
The study investigated the influence of head teachers‟ mandate in realization of inclusive quality education in selected secondary schools in Iganga district- Uganda. The study was guided by the following objectives i) to determine the influence of head teacher‟s planning role on the quality of inclusive education, ii) to establish the influence of head teachers‟ support role on the quality of inclusive education and iii) to find out the influence of head teachers‟ motivation role on the quality of inclusive education. The study was inclined on the systems theory propounded by Ludwing and George in 1940 and a cross-sectional descriptive research design was adopted, drawing on quantitative as well as qualitative research approaches with a sample size of 83 (including 73 teachers, 5 deputy head teachers, and 5 head teachers) respondents. The questionnaire reliability α = 0.831 was obtained after subjecting the instrument to 5 independent respondents in a week interval period while content validity index of 88.9 was obtained for 3 professional raters. Simple Random Sampling and Census Inquiry techniques were adopted for the study. Questionnaires and the interview guides were adopted for data collection. Quantitate data was analysed Pearson correlation and regression analyses while qualitative data was analysed using the verbatim method. The findings revealed; a positive, significant influence of the head teacher‟s planning role on the quality of inclusive education (r= 0.534, p > 0.05), a positive moderate influence of head teacher‟s support role on the quality of inclusive education (r= 0.514, p < 0.05) and strong positive influence of head teacher‟s motivation role on the quality of inclusive education (r= 0.621, p < 0.05). Furthermore, the study recommended that in future, similar studies be extended to primary schools and headteachers to be sensitized about quality education.