Masters in Education Administration and Planning-MUC

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11951/1311

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Human Resource Management Practices and Teachers’ Commitment in Hard-to-Reach Areas in Uganda: A Case of Abim District, Karamoja Sub-region
(Uganda Christian University, 2024) Allen Acam
This study investigated human resource management practices and teachers’ commitment in hard-to-reach areas in Uganda, focusing on Abim District, Karamoja Sub-Region. The objectives of the study were: to examine the performance management practices aimed at improving teacher commitment to work in primary schools in Abim District; to examine how staff maintenance practices affect teacher commitment in primary schools in Abim District; to explore the effect of performance rewards on teacher commitment in primary schools in Abim District; and to establish how teacher professional development influences teacher commitment in primary schools in Abim District. The study adopted a descriptive research design with a quantitative approach, and data was collected using questionnaires and analyzed using the Statistical Package for Social Scientists (SPSS) version 26. A sample size of 53 respondents was used. Analysis of Variance (ANOVA) was conducted for each objective, revealing the following: For Objective One, performance management practices were found to have a significant impact on teacher commitment, F(1.51) = 3.289, p = .076, indicating significance at p > .005. For Objective Two, staff maintenance practices had a highly significant effect, F(14.743) = 14.743, p = .000, indicating strong significance. For Objective Three, teacher professional development also showed a significant influence, F(20.417) = 20.417, p = .000. These findings suggest that teacher commitment was primarily driven by professional development (R² = .286 or 28.6%), followed by staff maintenance (R² = .224 or 22.4%), and to a lesser extent, performance management practices (R² = .061 or 6.1%).The study concluded that teacher commitment in Abim District is significantly influenced by professional development, staff maintenance, and performance management practices in that order. Based on the findings, it is recommended that performance management practices be implemented in alignment with change management theories to enhance teacher commitment. Furthermore, staff maintenance practices should be encouraged among head teachers and education stakeholders as they play a critical role in fostering teacher commitment.
Contribution of Performance Appraisal Systems to Teachers’ Continuous Professional Development in Secondary Schools in Kumi District
(Uganda Christian University, 2024) Mary Aanyu
The purpose of this study was to find out the contributions of performance appraisal systems to teachers’ continuous professional development in secondary schools in Kumi district. This was guided by the following objectives: to examine how management by objectives contributes to teachers’ continuous professional development in secondary schools; to find out how teacher-based evaluation system contributes to teachers’ continuous professional development in secondary schools and to assess how 360degrees appraisal system contributes to teachers’ continuous professional development in secondary schools. Across sectional survey design with a quantitative and qualitative approach was adopted. Purposive and simple random sampling techniques were used to select ninety-one respondents comprising head teachers, deputy head teachers, directors of studies and teachers. Questionnaires and interview guides were used as data collection tools. Data was analyzed using descriptive statistics and inferential statistics. The research findings indicated that most secondary schools do not provide any programme for teachers’ continuous professional development despite carrying out performance appraisal and identifying teachers’ weak areas. Research findings further showed that most schools are challenged financially and are unable to organize training workshops for teachers’ professional development. Finally, it was found that no school sponsors their teachers to go for further studies, teachers take personal initiative. It was recommended that the Ministry of Education and Sports together will all concerned ministries and government bodies should allocate money to schools purposely for teachers’ professional development.
Performance Appraisal Process and Teacher Productivity in Government Aided Primary Schools in Busia District
(Uganda Christian University, 2024-08-13) Axophery Okumu
This study investigated “Performance Appraisal Process and Teacher Productivity in government aided Primary Schools in Busia District”. It used a cross-sectional research design and the objectives of the study were To determine the effect of setting targets on teachers’ productivity in Busia district government aided primary schools; to establish the effect of monitoring on teachers productivity in Busia district primary schools; to assess the effect of performance feedback practices on teachers’ productivity in Busia district government aided primary schools. The study population was 247 with a sample size of 128 respondents. Results showed that schools set targets to which teachers were committed and that the school set targets gave direction to consolidate unique productivity standards in those schools. It was also found out that schools continuously assessed teachers’ productivity levels and that during monitoring teachers are provided with the necessary guidance from the supervisors and also that during monitoring, supervisors are open to suggestions. Finally it was found out that teachers received constructive criticism which enabled me better their teaching proficiency and also that Feedback to teachers facilitated quality of teaching in their schools. It was recommended that since target setting positively affects teacher productivity in their schools; and that schools set targets to which teachers are committed and finally that schools set targets in order to give direction to consolidate unique productivity standard, schools in other regions of Uganda should set targets as a way of improving academic standards in schools. Since during monitoring teachers are provided with the necessary guidance from their supervisors; that teachers received personal support from their appraisers that aided teachers to focus on key areas of weakness for improved productivity, the researcher recommended that monitoring should be a continuous practice in schools. Also, since teachers received constructive criticism which enabled them better their teaching proficiency and also that Feedback to teachers facilitated quality of teaching in their schools, more skills in monitoring and evaluation should be part of the continuous professional development.
Management Styles and Teachers’ Turnover in Private Secondary Schools in Budaka District
(Uganda Christian University, 2024-08-21) Charles Kisule
This study investigated the teacher turn over in most private secondary schools in Budaka District. The purpose of the study was to examine the effects of management styles on teachers’ turnover in private secondary schools in Budaka District. Four objectives guided the study which includes; examining teachers` perception of the teacher turnover, examining the effects of authoritarian management style on teacher turnover, to examine the effect of transactional management style on teacher turnover and to examine the effect of transformational management style on teacher. The study adopted Fredrick Herzberg’s (1959) Two Factor theory and a sample of 152 respondents from a target population of 250 respondent, selected using both simple random sampling and purposive sampling who comprised of; school heads and deputies, teachers and district education officials. The study adopted the descriptive survey research design. Questionnaires and interview guides were used to collect data from the respondents. Quantitative data was analyzed using the SPSS software. Frequencies, means and percentages were used to discuss the findings while the qualitative data was analyzed using thematic analysis. The study found out that head teachers’ management styles had effect on teachers’ turnover in private schools in Budaka District. The study recommends that: Head teachers should adopt a blend or mix of management styles since the findings show that one management style may be of importance in a given situation but not all situations, The school head teachers should adopt Transformational management style in form of capacity building programs which will provide opportunities for teachers and make them feel a belonging hence reduce teacher turnover and Since it was revealed that head teachers are rule oriented in their schools, Authoritarian and Transact management styles should be limitedly applied in schools to ensure low contribution to teacher turnover rate.
Support Supervision and Teachers’ Professional Development in Government-Aided Secondary Schools in Katakwi District, Uganda
(Uganda Christian University, 2024-08-22) Tom Odeke
The study assessed the influence of Support Supervision on Teachers‟ Professional Development in government-aided secondary schools in Katakwi District. The following objectives guided study: to investigate the role of supervisors‟ collaborative culture in fostering teachers‟ professional development, to assess the impact of needs assessment on teachers‟ professional development, and to examine the influence of Monitoring and Evaluation on teacher professional development in government-aided secondary schools in Katakwi District. A 2020PEASUganda report that indicated that teacher professional development programmes had less impact on teachers in Uganda motivated the study. The review of related literature showed there was a dearth of studies on the effect of support supervision on teachers‟ professional development in the country. The study adopted a mixed paradigm and cross sectional survey design; however, it was majorly quantitative. A sample size of 132 teachers was selected using simple random sampling, and nine head teacher, nine Board members and one District Education Officer were purposefully selected for interviews. The study used self- administered closed ended questionnaire and interview guide for data collection. The overall validity of the instruments score was 0.75 while the reliability score was .930. Quantitative data was analyzed using simple linear regression and qualitative data was analyzed using content analysis. The study findings revealed that there was at least teachers‟ professional development as indicated by the overall mean value of 3.18, which meant that on average the respondents agreed there was teachers‟ professional development. The study investigated the relationship between support supervision and Teachers‟ Professional Development using a Pearson product-moment correlation coefficient: results revealed all the three aspects i.e. collaborative culture, needs assessment and monitoring and evaluation had a large positive influence on teachers‟ profession development. A standard multiple regressions analysis results revealed that only Monitoring & Evaluation and needs assessment make statistically significant contribution in explaining the teachers‟ professional development with total monitoring and evaluation scale making the strongest unique contribution, recording a higher beta value (β = .636, p < .05) than the total Needs Assessment Scale (β = .211, p < .05). This means that only Monitoring & Evaluation and Needs Assessment made a unique, and statistically significant, contribution to the prediction of Teachers‟ Professional Development. The study concluded that teachers have different perceptions on the current support supervision in the PDs as they cater for individual teachers‟ professional goals: there was limited collaborative supervision in schools, head teachers rarely conducted teachers‟ needs assessment, and monitoring and evaluation was very influential in professional development although feedback was less constructive and helpful to schools and teachers. The study, therefore, recommended that the existing in-service professional development activities to be restructured to focus more on what teachers are to teach each term; teachers to attend professional development activities each term and year and to be conducted during the school holidays; and head teachers to assess teachers regularly and follow-up activities to be conducted immediately after the attendance of a PD; and appropriate and well-organized monitoring and evaluation mechanisms to be designed to drive efficiency and efficacy of teacher professional development.
Headteachers’ Management Practices on Teachers’ Commitment in Government Aided Secondary Schools in Butaleja District
(Uganda Christian University, 2024-08-22) Richard Michael Kamba
The study was to establish the role of head teachers ‘management practices on teachers’ commitment in Government Aided secondary schools in Butaleja District. Teacher commitment has been declined in most Government Aided secondary schools in Butaleja District. Head teacher management practices was regarded as the independent variable while teachers’ commitment was the dependent variable. The study was guided by three research objectives and three research questions. The study adopted Inferential analytical research design and used qualitative and quantitative approaches. Data was collected from 154 respondents. The study findings revealed that Head teachers’ Management Practices of organizing, mentoring and delegating duties to teachers has a significant effect on teachers ‘commitment in Government Aided Secondary Schools in Butaleja District. It is concluded that Head teachers’ Management Practices of organizing, mentoring teachers and delegating duties to them contributes to their commitment in Government Aided Secondary Schools in Butaleja District. From qualitative findings of the present research, it is concluded that an increase in the level of organizing, mentoring and allocating duties to teachers contributes to a significant level of their commitment in Government Aided Secondary Schools in Butaleja District. It is therefore recommended that, head teachers should continually put into place organizational structures while organizing teachers for effectiveness, arrange mentoring programs for their teachers to increase on their level of productivity and delegate duties to teachers in order to be able to spend quality time with their teachers so as to build strong teams in educational institutions under their leadership.
Guidance Services and Student Academic Performance in Government Aided Secondary Schools in Mbale City, Uganda
(Uganda Christian University, 2024-09-11) Victoria Bagaya
The study was focused on Guidance services and students' academic performance in government aided schools in Mbale City. The study had three objectives; to find out the effect of career guidance on students’ academic performance, to establish the effect of psycho-social guidance on students’ academic performance and to find out whether adaptation guidance has an effect on students’ academic performance. A case study research design was used in the study. A sample of 100 respondents was selected, from the study population of 135 using Sloven’s formula and simple random and purposive sampling techniques. Data was collected using questionnaires and interviews. Qualitative data was analyzed using descriptive and discursive content analysis. Statistical Package for Social Science (SPSS) version 2.0 was used in quantitative data analysis. Regression analysis was used to determine the effect of guidance on students’ performance. The study found out that career guidance and psychological guidance services positively affect students’ academic performance while adaption guidance plays a big role on students' comfortability in a new environment and guarantees students fair stay in a school. It was concluded that guidance services help students cope in a new school environment. The study recommends that secondary schools in Mbale City should hire and post enough qualified teachers in guidance to help the big numbers of students. In addition, schools should improve the level of continuous training offered to those who provide guidance and counselling in schools. The schools should take advantage of the positive attitude of the students to enhance psychological counselling.
Headteacher Leadership Styles and Teacher Motivation in Selected Primary Schools in Kumi District, Uganda
(Uganda Christian University, 2024-10-23) Jane Florence Imurang
This study explored the influence of head teacher leadership styles on teacher motivation in selected primary schools in Kumi District, Uganda. Utilizing a cross-sectional survey design, the research aimed to determine the influence of transformational, instructional, and transactional leadership styles on teacher motivation. The study included a population of 210, from which a sample of 136 respondents, including teachers, deputy head teachers, and head teachers, was selected using simple random sampling and census sampling techniques. Quantitative data were analyzed with SPSS, while qualitative data were examined through content analysis. The findings revealed that head teachers effectively inspire and support their teachers by communicating well, maintaining good working relationships, setting clear objectives, and continuously monitoring teaching activities. They focus on long-term goals and clarify individual roles while rewarding teachers' efforts. The study found out that for objective one, the regression at R2 .018; p=.157 > .000; while for objective two, the regression at R2 .053; P= 0.013 0.05; and for objective three, the regression R2 .001; p=.745>.05. The study concluded that there is an insignificant influence of transformational and transactional leadership on teacher motivation while instructional leadership had a significant influence on teacher motivation. The study recommended that the head teachers should articulate a clear and inspiring vision for the school, aligning it with the goals and values of the teachers. This helps to create a sense of purpose and direction, motivating teachers to work towards common objectives. Furthermore, all stake holders to focus on improving the quality of instruction by providing clear guidelines and expectations for teaching practices and emphasizing high instructional standards that can motivate teachers to strive for excellence in their teaching. Keywords: Head teacher Leadership Styles, Teacher Motivation, primary Schools, Kumi District
Staff Welfare and Teacher Job Satisfaction in Government Aided Secondary Schools in Busia District
(2024-10-23) Ojiambo Godfrey Achoka
Abstract The study investigated the effect of staff welfare on teacher Job satisfaction in government aided secondary schools in Busia District. Specifically, the study examined the effect of staff recreation, career development and fringe benefits on teacher job satisfaction. A cross-sectional survey design combining quantitative and qualitative approaches was employed. A sample of 159 was randomly selected from a target population 202 consisting of teachers and head teachers from six out of thirteen government aided secondary schools in Busia district. Descriptive statistics was analyzed in terms of percentages, mean and standard deviation while regression analysis using ANOVA was used to analyze inferential statistics. The findings indicated that; for objective one, R2 = .262; sig = .001 < .05; for objective two, R2 = .302; sig = .000 < .05; and for objective three, R2 = .275; sig = .000 < .05; while the multivariate regression, R2 = .332; sig = .000 < .05. The study concluded that; staff recreation has the least effect on teacher job satisfaction, career development has the highest effect on teacher job satisfaction while fringe benefits had the second highest effect on teacher job satisfaction. Overall, the study concluded that staff welfare account 33.2% effect on teacher job satisfaction while other factors outside the study account for 66.8%. The study recommended among others that; Headteachers should budget and mobilize more resources to support the staff recreational activities like health clubs, counselling, medical screening, and entertainment among others. For further researcher, the study recommended the need to determine the moderating role of performance management on the relationship between staff welfare and teacher Job satisfaction. Key words: Staff welfare, teacher Job satisfaction, secondary schools, Busia
School Management Strategies and Girl Child Empowerment in Secondary Schools in Manafwa District
(Uganda Christian University, 2024-11-05) Paul Kimono
The study investigated the effect of headteachers application of school management strategies on girl-child empowerment in secondary schools in Manafwa District. Specifically, the study sought to establish the effect of application of authoritative school management strategy on girl-child empowerment; the effect of authoritarian school management strategy on girl-child empowerment; and the effect of application of permissive school management strategy on girl-child empowerment in the secondary schools in Manafwa District. The study adopted a descriptive research design in which both qualitative and quantitative approaches were used to collect data from a total of 136 respondents. The respondents were selected using purposive and simple random sampling and data was gathered using a self-administered questionnaire and face-to-face interviews. Quantitative data collected was analyzed using decriptive and inferential statistics generated using the Statistical Package for Social Scientistis (SPSS - ver 20) while the qualitative data was analyzed using thematic and content analysis. The study found out that for use of authoritative school management strategy, at .229; p=.000 < .05; for authoritarian school management strategy, at .225; p=.000 < .05; and for permissive school management strategy, at .167; p=.000 < .05. the multiple regression revealed that headteachers application of the school management strategies accounted for 30.3% of the girl-child empowerment in the secondary schools in Manafwa District. The study concluded that headteachers application of authoritative school management strategy has a significant effect on girl-child empowerment in the secondary schools; headteachers use of authoritarian school management strategy has a significant effect on girl-child empowerment in the secondary schools; headteachers use of permissive school management strategy also had a significant effect on girl-child empowerment in the secondary schools in Manafwa District. On the whole, headteachers application of the three school management strategies has a significant effect on girl-child empowerment in the secondary schools in Manafwa District. The study recommended among other things that; headteachers should minimize the use of permissive school management strategy because it accounts for only a marginal proportion of girl-child empowerment in the secondary schools; and also, headteachers should engage in more than one school management strategy since a combination of more than one accounts for higher chances of empowering the girl-children in the secondary schools. Key words: School management strategies; girl-child empowerment, secondary schools, Manafwa district.
Headteachers Application of Theory X Management Strategies and Retention of Qualified Teachers in Private Secondary Schools
(Uganda Christian University, 2024-11-05) William John Lusayi
The study examined the effect of headteachers application of Theory X management strategies of retention of qualified teachers in private secondary schools in Manafwa District in the Bugisu sub-region in eastern Uganda. Specifically, the study sought to establish the effect of application of strong directive management strategy on retention of qualified teachers; the effect of tight controls management strategy on retention of qualified teachers; and the effect of application of close supervision on retention of qualified teachers in private secondary schools in Manafwa District. The study adopted a cross-sectional survey research design in which both qualitative and quantitative approaches were used to collect data from a total of 189 respondents. The respondents were selected using purposive and simple random sampling and data was gathered using a self-administered questionnaire and face-to-face interviews. Quantitative data collected was analyzed using descriptive and inferential statistics generated using the Statistical Package for Social Scientistis (SPSS - ver 20) while the qualitative data was analyzed using thematic and content analysis. The study found out that for objective one, at .280; p=.000 < .05; for objective two, at .024; p=.043 < .05; and for objective three, at .343; p=.000 < .05. the multiple regression revealed that headteachers application of theory X management strategies accounted for 71.5% of retention of qualified teachers in the private secondary schools in Manafwa District. The study concluded that most headteachers in the private secondary schools in Manafwa District sometimes applied the strong directive management strategy and that there is a weak significant effect of application of strong directive management strategy on retention of qualified teachers in the private secondary schools in Manafwa District. A reasonable proportion of headteachers in the private secondary schools in Manafwa District applied the tight control management strategy and there is a weak significant effect on retention of qualified teachers in the private secondary schools in Manafwa District. Many more headteachers in the private secondary schools in Manafwa District applied the close supervision management strategy and there is a strong significant effect on retention of qualified teachers in the schools. The study recommends among other things that the headteachers should avoid or minimize use of the strong directive management strategy because despite having a significant effect, the strategy can easily cause strikes in schools. The strikes can be destructive in the end and ultimately affect the education of students. Also, the headteachers should only use tight controls only when necessary for instance when dealing with the lazy teachers so as to make them work. Key words: Theory X management strategies, retention of qualified teachers, private secondary schools, Manafwa district.
Staff Appraisal and Teacher Performance in Public Secondary Schools in Mbale City, Uganda
(Uganda Christian University, 2024-11-06) Godwin Wambya
This study investigated staff appraisal and teachers’ performance in public secondary schools in Mbale City. The study was guided by three specific objectives; to establish the effect of goal setting, feedback and teachers’ perceptions about appraisal on teacher performance in public secondary schools in Mbale City. The study population comprised all the five public secondary schools in the city, targeting 423 teachers and 5 head teachers. Out of 423 teachers, a sample of 204 teachers was selected through a proportionate calculation to obtain a representative sample from each school and then simple random sampling technique. Whereas purposive sampling was used to select 5 head teachers. The study adopted a descriptive cross-sectional survey research design with both qualitative and quantitative approaches. Quantitative data was analyzed using SPSS computer software (Version 20) to generate frequencies, percentages, mean, and standard deviation. Regressions were done to ascertain the effect of goal setting, feedback and teachers’ perceptions about appraisal on teacher performance; Qualitative data analysis was done through thematic content analysis. The findings revealed that goal setting and feedback have a statistically positive and significant effect on teacher performance in public secondary schools in Mbale City, while teachers’ perception about appraisal did not. It is concluded that staff appraisal may account for teacher performance in public secondary schools in Mbale City. It is therefore recommended that education policy makers and implementers pay much attention to staff appraisal in public secondary schools in Mbale City to enhance better teacher performance.
Socio-Economic Factors and Enrollment of Students in Secondary Schools in Kotido District, Uganda
(Uganda Christian University, 2024-11-09) Michael Munghono
The study examined the influence of socio-economic factors on students’ enrollment in secondary schools in Kotido District. Three specific objectives were considered. These were: (i) to establish the effect of house hold factors on students’ enrolment. (ii) to establish the effect of school based factors on students’ enrolment and (iii) to determine the influence of environmental based factors on students’ enrolment in secondary schools in Kotido District.The target population of the study consisted of teachers, PTA representatives, sub county chiefs, head teachers among selected secondary schools and the District Education Officer (DEO) in Kotido District. The study targeted a population of about 213 respondents, which comprised; of 138 teachers from five Secondary Schools found both in the municipality and the town council (Kotido Main), 19 Sub-county chiefs, 05 Head teachers, 50 PTA representatives and 01 DEO.The study adopted a descriptive research design with both qualitative and quantitative approaches. Quantitative data was analyzed using SPSS computer software (Version 25) to generate frequencies, percentages and mean. Qualitative data analysis was done through thematic content analysis. Descriptive statistics were used to generate tables for discussion. The findings showed that house hold factors had a significant weak positive relationship with students and they explained student enrollment up to a magnitude of 6.3%. Then school based factors had a significant effect on students’ enrollment with an adjusted (R-Square) value of 0.093 which suggested that school based factors explained students’ enrollment by a magnitude of 9.3%. Similarly, the study showed a significant weak positive relationship between environmental factors and student enrollment with the adjusted (R- Square) value of 0.040 which implied that environmental based factors explain student enrollment by a magnitude 4.0%. The general observation as based on the ANOVA revealed that Socio-economic factors had a significant effect on students’ enrolment as evidenced by a sig value of 0.000. The study recommended that: Parents, guardians and care givers should devise means of increasing their income. The government should build the economic status of the people of Kotido. More NGOs should come on board to support education programs in the district. Head teachers and Kotido district management should come up with strategic plans on increasing students’ enrolment. Strong measures should be applied by Uganda government to protect Kotido children from engaging in cattle rustling, mining activities and all forms of child labor activities.
School Environment and Students Academic Achievement in Selected Public Secondary Schools in Mbale Uganda
(Uganda Christian University, 2024-11-09) Tesilah J.K Bukosela
The purpose of the study was to examine the influence of school environment and students’ academic achievement in selected public secondary schools in Mbale, Uganda. It was guided by three objectives which were; to examine the contribution of library on students’ academic achievement, to assess the contribution of sanitation on students’ academic achievement and to examine the contribution of classroom facility on students’ academic achievement in selected public secondary schools in Mbale, Uganda. The study adopted a descriptive research design and the explanatory sequential mixed methods, with a sample of 247 selected from a study population of 660 using Krejcie and Morgan simple table of 1970. The data obtained was analyzed using SPSS software into percentages, mean and inferential statistics. The study showed that the presence of a library in a school has a positive correlation with students’ achievement although the relationship is small, while sanitation had a positive and high correlation on students’ achievement. The study concluded that the magnitude of contributions to students’ achievements are; sanitation, library and classrooms respectively. The study recommended that that schools should have well equipped libraries and good classroom facilities so as to enhance students’ academic achievement.
Head Teacher Supervisory Practices and Teacher Performance in Primary Schools in Kaliro District – Uganda
(Uganda Christian University, 2024-11-11) Haluna Kamugo
The study examined the relationship between headteacher supervisory practices and teacher performance in primary schools in Kaliro District. Specifically, the study sought to establish the relationship between headteachers’ approving of schemes of work/lesson plans and teacher performance, the relationship between headteachers’ lesson observation and teacher performance; and the relationship between headteachers’ appraisal and teacher performance in the primary schools in Kaliro District. The study adopted a cross-sectional survey research design in which both qualitative and quantitative approaches were used to collect data from a total of 285 respondents. The respondents were selected using purposive and simple random sampling and data was gathered using a self-administered questionnaire and face-to- face interviews. Quantitative data collected was analyzed using decriptive and inferential statistics generated using the Statistical Package for Social Scientistis (SPSS - ver 20) while the qualitative data was analyzed using thematic and content analysis. The study found out that approval of teachers’ schemes of work/lesson plans was frequently done and teacher performance was also good with a Pearson correlation coefficient of -.255. The study also found out that observation of teachers’ teaching was moderately done and the Pearson correlation coefficient was .330; while appraisal of teachers was well-done with a Pearson correlation coefficient of -.375. The study concluded that there was a weak negative relationship between headteachers’ approval of schemes/lesson plans and teacher performance; there was a weak positive relationship between headteachers’ observation of teachers’ teaching and teacher performance; and that there was a also a weak negative relationship between headteachers’ appraisal and teacher performance in the primary schools in Kaliro District. The study recommended among other strategies that headteachers should endeavour to critically review the teachers schemes/lesson plans before approval in order to enhance teacher performance; that headteacher should endeavour to engage teachers in post conferencing after lesson observation to improve on teacher performance; and that headteachers should provide corrective feedback after appraisal in order to enhance teacher performance in the primary schools in Kaliro District.
Headteachers’ Planning Strategies and Staff Academic Development in Selected Government Secondary Schools in Manafwa District, Uganda
(Uganda Christian University, 2024-11-12) Robert Wantsala
This study looked at head teacher`s planning strategies and staff academic development in selected government secondary schools in Manafwa District. This was due to change of policy for every teacher in Uganda to hold a bachelor’s degree, yet many teachers where diploma holders (National Teacher Policy 2018). This was guided by the following objectives;To examine the effect off priority setting on staff academic development in selected government secondary schools in Manafwa District. To assess the effect of resource allocation on staff academic development in selected government secondary schools in Manafwa District. To establish the effect of communication strategies on staff academic development in selected government secondary schools in Manafwa District. A descriptive design was employed alongside purposive and simple random sampling in which 72 respondents were used. Both qualitative and quantitative methods of data collection were used; including individual interviews and questionnaires. The findings revealed varied perception as regards resource allocation for professional development. On communication strategies towards staff academic development, the findings revealed mixed perception among staff as regards its effectiveness. Basing on the research findings, the researcher wishes to make the following recommendations aimed at improving head teachers` planning strategies and staff academic development in government secondary schools in Manafwa District. Head teachers should implement regular needs assessment to understand specific priorities and requirements of staff members regarding professional development. District local government to offer training and development opportunities for head teachers and staff members to enhance their communication skills. More resources to be channeled to teachers` academic development through offering them scholarships and improving on E- learning strategy to staff. New education policies to be communicated to teachers early enough, and in their budgets, head teachers should put staff development as a priority.
Religious Institutions Activities and Students’ Discipline Management in Secondary Schools, Ngora District
(Uganda Christian Uinversity, 2024-11-12) Petua Ademun
The religious institutional activities are aimed at shaping the discipline of the students. However, secondary schools in Ngora district experiences undesirable students’ behavior and there is insufficient information to explain how religious institutional activities to promote the management of students’ discipline in the district. This study therefore, sought to examine the influence of religious institutions’ activities on discipline management of students in secondary schools in Ngora district. The study objectives were; to examine the influence of religious guidance and counselling activities on students’ discipline management in secondary schools in Ngora district, to assess the influence of religious mentorship activities on students’ discipline management in secondary schools in Ngora district and to analyze the influence of religious evangelism activities on students’ discipline management in secondary schools in Ngora district. The study adopted a cross-sectional survey design using both quantitative and qualitative approaches for obtaining data. The study population included the District Education Officer, Headteachers, Class teachers, school Chaplains, senior men teachers, senior women teachers, students’ patrons, and S.2 students. The sample of the study was 330 respondents. The sampling techniques included census, purposive and simple random sampling. The data collection instruments were questionnaire and interview guide. Quantitative data was analyzed using descriptive statistics and Regression analysis while the thematic method was used for qualitative data. Findings revealed that religious guidance and counseling activities has a significant influence on students’ discipline management in secondary schools in Ngora district as portrayed by the regression analysis with the R Square of 0.155 (15.5%) and the ANNOVAa with a P value of 0.000. To a large extent, guidance and counselling activities helped students to grow into responsible individuals and developed their interpersonal skills. It was also found that religious mentoring activities have a significant influence on students’ discipline management in secondary schools in Ngora district as reflected by regression analysis with the R Square of 0.218 (21.8%) and ANOVAa with a p-value of 0. 000. and the fact that mentoring activities guide the moral development of the students. Finally, religious evangelism activities was found to significantly influence students’ discipline management in secondary schools in Ngora as portrayed by the regression analysis of the R square of 0.378 (37.8 %) and ANOVAa with a P value of 0.000. It was found out that there are dedication services for candidate classes, religious institutions missions/outreaches in schools, regular school community worship among others contributed to better school environment that shaped students’ discipline. School administration effectively programme the religious activities to enable full participation of the students. This study is relevant in informing the government, policy makers and other stakeholders in the education in understanding the relevance of religious activities in managing the discipline of the students. Further research is recommended on influence of religious institutional activities in primary schools.
School Leadership Frames and Students’ Discipline in Government Aided Secondary Schools in Bukedea District, Uganda.
(Uganda Christian University, 2024-11-12) Nasan Otingiro
In Uganda, there have been instances of student indiscipline in secondary schools, despite government efforts to encourage better discipline through training school administrators. This research was to establish how student discipline in government-aided secondary schools in Bukedea area was affected by school leadership frameworks. Four research objectives guided the study: to determine the impact of the political leadership frame; to ascertain the influence of the human resources school leadership frame; to determine the influence of the structural leadership frame; and to explore the role of the symbolic school leadership frame in relation to student discipline in government-aided secondary schools in the Bukedea district. Mixed method research design was adopted in the study. A sample size of 186 respondents was chosen representing the target population of 378. Data was gathered using questionnaires and an interview guide. With SPSS, quantitative data was analyzed and presented using tables, frequencies, linear regressions, and correlations; qualitative data was analyzed using content analysis. The results show that school leadership frames positively influenced student discipline. Structural leadership frame influenced students‘ discipline by 45.5%; Human resources frame influenced students‘ discipline by 41.9%; while symbolic leadership frame influenced students‘ discipline by 42.2% and political leadership frame influenced students‘ discipline by 25.0%. The study conclude that school leaders can effectively manage student discipline by utilizing: structural, symbolic, and human resources leadership frames. It is recommended that schools increase the training offered in the political and symbolic leadership frames. The district and schools update their skills in these four leadership frames.
Financial Management Practices and Access to Instructional Resources in Government-Aided Primary Schools in Northern Division in Mbale City
(Uganda Christian University, 2024-11-12) Dorcas Ikima
The study investigated the effect of financial management practices on access to instructional resources in government-aided primary schools in Northern division in Mbale City. The main objective of the study was to examine the contribution of financial management practices on access to instructional resources in government-aided primary schools in Northern Division in Mbale City. The financial management practices include, access, directing and resource allocation. The study was guided by three specific objectives: To examine contribution resource allocation on access to instructional resources in government-aided primary schools in Northern Division in Mbale City. To assess the contribution of directing on access to instructional resources in government-aided primary schools in Northern Division in Mbale City. To establish the contribution of management control on access to instructional resources in government-aided primary schools in Northern Division in Mbale City. The study adopted a descriptive research design and a sample size of 105. The findings of the study for the first research objective revealed that indicates that resource allocation significantly impacts access to instructional resources in government-aided primary schools in the Northern Division of Mbale City, with an R Square value of .245 demonstrating that it accounts for 24.5% of the variance in resource availability. The statistically significant F Change statistic of 33.082 (p = .001) confirms the robustness of this effect. Despite this notable contribution, it is evident that a substantial portion of the variance, 75.5%, is influenced by factors beyond the scope of this model. The findings of the second research objective reveal that directing has a significant impact on access to instructional resources in government-aided primary schools in the Northern Division of Mbale City, with an R Square value of .332 indicating that directing accounts for 33.2% of the variance in resource availability. The statistically significant F Change statistic of 48.343 (p = .002) further supports the substantial role of directing in enhancing access to instructional materials. However, the remaining 66.8% of the variance is influenced by other factors not included in this model, showing the need for a broader examination of additional elements that may affect resource access. Finally, the findings of the third research objective reveal that management control significantly affects access to instructional resources in government-aided primary schools in the Northern Division of Mbale City, with an R Square value of .378, indicating that management control explains 37.8% of the variance in resource access. The strong correlation coefficient of .607 underscores the robust positive relationship between management control and resource availability. The statistically significant F Change statistic of 59.510 (p = .001) confirms the substantial contribution of management control to explaining variations in access to instructional resources. However, the adjusted R Square of .362 highlights that while management control plays a crucial role, other factors also significantly influence resource accessibility, suggesting the need for a comprehensive approach that considers additional variables to fully enhance resource management in these schools. The multiple regression analysis demonstrates that resource allocation, directing, and management control each significantly and positively influence access to instructional resources in government-aided primary schools in the Northern Division of Mbale City. The results reveal that resource allocation (Beta = .259), directing (Beta = .268), and management control (Beta = .317) all have substantial positive effects, with statistically significant p-values indicating robust associations with improved resource access. The model’s constant is also significant (p = .003), showing the overall validity of the findings. These results show the importance of effective resource allocation, strategic directing, and robust management control in enhancing access to instructional resources, suggesting that improvements in these areas could substantially benefit educational resource availability in these schools. The study recommends that Mbale City should create a detailed and strategic resource allocation plan that considers both current needs and future requirements.
Quality Management and Education Service Delivery in Primary Schools in Bukedea District Uganda
(Uganda Christian University, 2024-11-12) Emmanuel Enokokin
The study examined how quality management contributes to education services delivery in the primary schools Bukedea district. The following objectives were used; to examine the contributions of planning in education service delivery in primary schools in Bukedea district, to assess how funding contributes to education service delivery in primary schools in Bukedea district and to establish the contributions of monitoring to education service delivery in primary schools in Bukedea district. The descriptive research design involving both qualitative and quantitative was used. A sample size of 132 respondents was drawn from the population of 197. The instruments used were questionnaires, interview guides, observation guides and document checklist. The SPSS were used to analyze quantitative data whereas content analysis was used to analyze qualitative data. The findings revealed that planning has insignificant effect on the quality management of education service delivery in Bukedea district as reflected by the regression analysis with the R Square of 10.6% and with a P Value of 0.229. It was revealed that funding has a significant effect on the quality management of education service delivery as reflected by the regression analysis with the R Square of 50.6% and with a P Value of 0.000. Finally, monitoring was found to significantly affect education service delivery as reflected by the regression analysis of the R square of 48.1% and with a P value of 0.000. The study recommends that school administrators should generate the SIP with clear priorities which target the achievement of school goals, The MOES should increase the UPE capitation grants given to schools for the purpose of improving education service delivery and the Local Governments should strengthen school inspection and monitoring. A similar study should be carried out on secondary schools in other districts.

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