Browsing by Author "Wilson Eduan"

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Barriers to Mentorship for Academic Returnees: Experiences From Pakistan Higher Education
(The European Proceedings of Social & Behavioural Sciences, 2018-05) Maleeha Ashraf; Wilson Eduan
Mentoring of faculty is one important aspect in higher education especially for countries investing in training faculty abroad. The study explores the key challenges that young faculty are facing and the expectations following return from doctoral studies abroad. The participants of this study were doctoral graduates who completed studies in UK and USA and working in the Higher Education Commission of Pakistan. A grounded theory approach was used in the theoretical development of the categories of participant perspectives concerning their constraints and expectations. Using both primary data and secondary data from in-depth interviews, participant experiences were explored and analysed. The findings reveal challenges faced by young academics returning to Pakistan. Some of the difficulties are emerging due to the infant higher education system characterised by the lack of a research culture and at a time when academic roles are experiencing change. Remedial mechanisms in form of further mentoring by foreign faculty, installation of research infrastructure and restructuring of existing systems are needed to strengthen research in Pakistan higher education system.
Experiences of Mid-Level Administrators in Ugandan Universities: A Study of Multiple Role Conflicts
(East African Nature and Science Organisation, 2025-06-20) Faith Mbabazi; Wilson Eduan; Mary Kagoire Ocheng; Stella Amero Eduan
This qualitative study explores the experiences of mid-level administrators in Ugandan public universities, focusing on role conflicts arising from their multiple responsibilities. Grounded in Role Conflict Theory, the research explores time-based, strain-based, and behaviour-based conflicts among 20 administrators at Makerere and Kyambogo Universities. The study was guided by the following research questions: What are the strain-based experiences of mid-level administrators regarding their workload? How do time-based constraints affect their workplace responsibilities? What behavioural challenges arise when executing multiple roles? This qualitative study adopted a constructivist approach, focusing on participants' lived experiences (Creswell, 2014). It targeted mid-level administrators (e.g., deans, bursars, heads of sections, etc.) due to their multifaceted roles. Twenty participants were purposively selected for their expertise. Data were collected via semi-structured interviews, conducted face-to-face and online during the COVID-19 lockdown. Interviews were audio-recorded, with brief notes for follow-up. Pseudonyms ensured confidentiality. Thematic analysis categorized data into time-based, strain-based, and behavior-based themes, aligned with Role Conflict Theory. Findings reveal that extended work hours, heavy workloads, and challenges in switching roles lead to stress, burnout, and work-life imbalances. Gender, marital status, and age influence these experiences, with female and younger administrators reporting higher strain. The study recommends enhanced training and resource support to mitigate role conflicts. Implications for university administration and future research are discussed.
Exploring Student Teachers’ Perspectives of School Administrators Support During School Practice in Uganda
(East African Nature & Science Organization, 2024) Annet Musiimenta; Wilson Eduan; Mary Ocheng Kagoire
This study investigates the collaborative potential between universities and schools in enhancing teacher training, focusing specifically on student teachers’ perceptions of support from school managers during school practice (SP). The purpose of this research was to assess how various forms of support from school managers impact student teachers’ experiences and perceptions during practical training. Utilizing a qualitative case study design, the research involved a sample of 24 student teachers in the third and final year of study. Data collection tools included semi-structured interviews and focus group discussions, which provided in-depth insights into the participants’ experiences. Thematic analysis of the data revealed that student teachers perceived significant support from school managers in areas such as induction processes, equitable load distribution, managerial guidance, professional development opportunities, and motivational practices. However, a notable concern emerged regarding the negative perceptions arising from the absence of practicing teachers during SP. The findings suggest that while overall support from school managers was viewed positively, there are areas for improvement. The study recommends that universities should actively strengthen collaboration with placement schools by establishing formal partnerships, thereby enhancing the support system for student teachers during school practice experiences.
Headteachers' Transformational Leadership and Its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda
(East African Nature & Science Organization, 2024) David Sengendo; Wilson Eduan
Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools.
Internal University Organizing Management Function in Promoting Knowledge Economy Practices in Tanzania
(Center for Research Implications and Practice, 2025) Martha Mkasafari Shio; Wilson Eduan; Mary Kagoire
This study investigated the internal management practices of Tanzanian universities in organizing and promoting knowledge economy (KE) practices. As universities shift from traditional, autonomous roles to more strategic organizational processes, they are restructuring their operations to enhance effectiveness, competitiveness, and relevance in the knowledge-based economy. The research, aligned with an interpretive research philosophy, focuses on how universities manage and organize activities that support knowledge creation, dissemination, and application. The study targeted key university management figures, including Directors of Research, Deans, Heads of Departments, and Coordinators, selecting 30 participants through non-probability sampling. Data was collected through document reviews and in-depth interviews, analyzed thematically. Findings reveal that universities have implemented practices such as consultancy bureaus, research dissemination through conferences, exhibitions, and media platforms, as well as competitions to encourage innovation. However, the study highlights weaknesses in facilitating interdisciplinary research and a lack of focus on qualitative assessments of research value. These gaps include insufficient collaboration across fields, limited qualitative feedback, and a need for ethical and societal considerations in evaluating research. The findings emphasize the need for stronger organizational processes to optimize universities' contributions to the knowledge economy.
Internal University Organizing Management Function in Promoting Knowledge Economy Practices in Tanzania
(Center for Research Implication and Practice, 2024) Martha Mkasafari Shio; Wilson Eduan; Mary Kagoire
This study investigated the internal management practices of Tanzanian universities in organizing and promoting knowledge economy (KE) practices. As universities shift from traditional, autonomous roles to more strategic organizational processes, they are restructuring their operations to enhance effectiveness, competitiveness, and relevance in the knowledge-based economy. The research, aligned with an interpretive research philosophy, focuses on how universities manage and organize activities that support knowledge creation, dissemination, and application. The study targeted key university management figures, including Directors of Research, Deans, Heads of Departments, and Coordinators, selecting 30 participants through non-probability sampling. Data was collected through document reviews and in-depth interviews, analyzed thematically. Findings reveal that universities have implemented practices such as consultancy bureaus, research dissemination through conferences, exhibitions, and media platforms, as well as competitions to encourage innovation. However, the study highlights weaknesses in facilitating interdisciplinary research and a lack of focus on qualitative assessments of research value. These gaps include insufficient collaboration across fields, limited qualitative feedback, and a need for ethical and societal considerations in evaluating research. The findings emphasize the need for stronger organizational processes to optimize universities' contributions to the knowledge economy.
Lived Experiences of Domestic Violence and Coping Strategies Among Female Secondary School Teachers in Uganda
(Gitoya for Academic Research and Dissemination, 2024) Gladys Ayot Oyat; Wilson Eduan; Mary Kagoire Ocheng
This study investigated about lived experiences of domestic violence and coping strategies among female secondary school teachers in Uganda. The study employed qualitative approach within 23 secondary schools in Kitgum District. While through snowball sampling the study targeted all female teachers in these schools, who are victims of domestic violence, only 20 teachers who agreed to participate became the sample of the study. Furthermore, all the 23 head teachers of these schools participated in the study through purposive sampling. Data collection took place through in-depth interviews and data analysis took place through the thematic approach. While some of the domestic violence cases that took place include being beaten, tortured and injured, the victims used multiple ways to cope with the situations. The study recommends faith-based interventions as potential remedy for women who face domestic violence through deploying religious workers like school chaplains or other appropriate religious person to give support to such victims. The study further recommends supportive policy frameworks mainstreamed on tools for empowering female teachers and head teachers on support system for female teachers affected by domestic violence to allow them supportive work environment as well as provision of guidance and counselling experts in schools to provide similar services.
Planning for the Accelerated Education Programme for Refugee Learners In Uganda: Stakeholders Experiences
(East African Nature & Science Organization, 2024) Grace Kiiria; Wilson Eduan; Stella Eduan
This study focused on Accelerated Education Programme (AEP) to develop planning and coordination models tailored to this kind of programme. The specific objective of the study was: To explore stakeholder’s experiences in planning for AEP to enhance transition of refugee learners to secondary education. The study sought to explore how stakeholders experience planning and how planning influences transition of refugees learners to secondary education based on grounded theory design. Data collection was done through in-depth interviews and constant comparison analysis were done. The findings indicate that planning for AEPs was based on the four major aspects: planning for programme support, the beneficiaries, stakeholder engagement and harmonizing the curriculum. However, there is a gap in how planning is done which negatively influences transition of AEP learners to secondary education. The above factors need to be taken into consideration right from the initial stages of the programme. A Community-Focused Planning Model was developed from the study- a model which upholds the significance of community focused planning with emphasis on taking into consideration the socio-ecological environment/community in which the child lives while planning for AEP. The study therefore contributes to improved planning of AEPs while taking into consideration the needs of refugee learners, the environment in which they live and collaboratively engaging communities in the design of AEP. Thus, leading to improved learning outcomes and transition of refugee children to secondary education.
Role Conflict and Burnout among Administrators in Higher Institutions of Education in Uganda
(East African Nature and Science Organisation, 2023-10-16) Faith Mbabazi; Wilson Eduan; Mary Kagoire Ocheng
The purpose of this study was to find out the relationship between role conflict and burnout among administrators in higher education institutions in Uganda. There have been a number of studies on academicians in universities, but not much research has been done on administrators, especially in Uganda. The respondents included midlevel administrators such as deans, directors, heads of department, heads of sections, academic registrars, librarians, directors of services and human resource officers. This was a survey research design carried out on administrators in universities. The questionnaire, which was a combination of role conflict questions and Maslach burnout inventory, was administered to the administrators who had been randomly selected from universities. The findings indicated that role conflict was not a predictor of burnout dimensions of emotional exhaustion, cynicism and professional efficacy; however, coupled with demographics, the results changed, and there was a positive significant relationship, especially with age on emotional exhaustion. It was recommended that university top administrators should be interested in the mental state of their staff because, as earlier noted, emotional exhaustion was the most significant burnout dimension predicted by role conflicts
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.
The Role of School Managers and University Supervisors Toward Pre-service Teacher Training in Uganda
(Gitoya Center for Academic Research and Dissemination, 2024) Annet Musiimenta; Wilson Eduan; Mary Kagoire
This paper presents the findings of a study that explored the collaborative roles of school managers and university supervisors in supporting student teachers during school practice. Using a single case study design and qualitative method, the study involved 25 participants, including school managers, SP supervisors and student teachers. Data was collected through interviews and focus group discussions and analyzed through the thematic approach. The findings show that school managers supported student teachers in various ways, such as placement support, orientation, distribution of loads, scholastic material provision, conducive school environment, supervision, mentorship as well as guidance and counseling. University SP supervisors, on the other hand, supported student teachers through school mapping, assessment, mentorship, professional growth and networking. The study suggests strengthening collaboration between universities and schools, recommending the formalization of partnerships and more active involvement of school managers in the school practice process. The study calls for improved communication, establishment of clear expectations and integration of technology to foster ongoing, dynamic collaboration that enhances the overall support system for student teachers.