Browsing by Author "Mary Goretty Ilado"

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    Teachers’ Involvement in Decision Making and Pupils’ Academic Performance in Soroti District Primary Schools
    (Uganda Christian University, 2025-10-31) Mary Goretty Ilado
    This study examined the relationship between teachers’ participation in decisionmaking and students’ academic performance in primary schools in Soroti District, Uganda. Specifically, it assessed: (i) the extent to which teachers’ participation in school administration influences students’ academic performance; (ii) the effect of teachers’ involvement in instructional decision-making on the classroom learning environment; and (iii) the role of professional empowerment in promoting students’ academic performance. A descriptive-correlational research design was employed, using quantitative data collected from teachers, complemented by key informant interviews for triangulation. Data analysis involved descriptive statistics and regression analysis. Findings revealed that teachers’ participation in school administration was generally limited in crucial areas such as academic planning, policy formulation, budgeting, and committee work, with only 54.9% of teachers actively involved in decision-making at the school level. Regression results indicated a statistically significant positive relationship between teachers’ involvement in governance and students’ academic performance, suggesting that empowering teachers through participatory governance structures can enhance educational outcomes. Conversely, teachers’ involvement in instructional decision-making was found to be constrained by poor communication, inadequate consultation, limited logistical and financial support, and perceived unfairness in transfer processes. Regression analysis showed that teacher participation in instructional decision making had a small and statistically non-significant influence on the classroom learning environment, indicating the need for stronger motivational and structural supports. Regarding professional empowerment, the study found low levels of planning autonomy, minimal support for innovation, and limited involvement in curriculum implementation and accountability mechanisms, with an overall mean of 2.252, reflecting a low perception of empowerment. Regression analysis further revealed a weak and statistically non-significant relationship between professional empowerment and students’ academic performance (R² = 0.006), implying that empowerment alone does not yield substantial improvement without a supportive institutional system. The study concludes that while teachers’ participation in governance plays a critical role in improving learning outcomes, both instructional decision-making and professional empowerment require system-wide redesign to align with broader support mechanisms. The study recommends: (1) institutionalizing governance frameworks that actively involve teachers in decision making; (2) investing in the training of teacher leaders; (3) improving communication and fairness in transfer policies; (4) developing teacher-friendly transfer and support systems; and (5) aligning teacher training with classroom realities while promoting autonomy, innovation, accountability, and recognition. Collectively, these measures aim to strengthen both teacher morale and student academic performance in Soroti District primary schools.