Masters in Education Administration and Planning-MUC

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

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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.
DATA TYPES AND MANAGEMENT OF SECONDARY SCHOOLS IN MBALE DISTRICT, UGANDA
(2025-09-10) WAMBI PIUS
ABSTRACT This study sought to ascertain the effect of data types and management of secondary schools in Mbale district. The study objectives were (i) Effect of student performance data on planning in secondary schools in Mbale district. (ii) Effect of teachers performance data on staffing in secondary schools in Mobile district. (iii) Effect of Facilities data in controlling secondary schools in Mbale district. The study employed a descriptive research design. Target population was 247 respondents and a sample of 176 respondents was selected into the sampling frame using both purposive and simple random sampling techniques. The study used questionnaire and interview guide to collect primary data. The study used descriptive analysis, Pearson correlations and regression analysis to analyze the data. The descriptive statistics revealed that secondary schools in Mbale district generally utilize data in the management of secondary schools; with 88.6% of the respondents agreeing that in their school data is utilized to account for students' performance. 83.4% of the respondents agreed that the school data is utilized to appraise teachers' performance. The Pearson correlation coefficient showed significant positive relationships between student academic performance data and planning (r=0.787, p=0.01<0.05), teachers’ performance data and staffing (r=0.727, p=0.021<0.05) and facilities data and controlling (r=0.678, p=0.003<0.05). The regression analysis indicated that data types significantly predict management with an adjusted R squared of 0.395 (beta=0.629, p=0.001<0.05). The study concludes that data-driven decision making is essential for effective school management and that secondary schools in Mbale district can benefit by utilizing data to inform management functions. The study recommends the District Education Authorities to establish centralized and comprehensive data management systems that track student performance across grades and subjects. Additionally, the distinct local government should carry out annual infrastructure needs assessments in schools focusing on identifying priority areas for renovation and construction.
DISCIPLINE MANAGEMENT STRATEGIES AND STUDENT RETENTION IN GOVERNMENT-AIDED SECONDARY SCHOOLS
(Uganda Christian University, 2025-09-22) Hesketh Clinton Ngobi
This study investigated the relationship between discipline management strategies and student retention in government-aided secondary schools in Luuka District. The research specifically focused on examining how counselling services, teacher-student relationships, and parental involvement influence student retention. The problem addressed was the persistent challenge of student dropout despite the presence of universal secondary education. A cross-sectional survey design was adopted, employing both quantitative and qualitative approaches. The study targeted a population of 1,392 participants, including students, teachers, head teachers, and district education officials, from which 183 valid responses were obtained. Data were collected using questionnaires, focus group discussions, and interview guides. Reliability of the instruments was confirmed with a Cronbach’s Alpha coefficient of 0.888, and a Content Validity Index of 83.3%. Quantitative data were analysed using SPSS version 20, with descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were analysed thematically using verbatim quotations. The findings revealed a statistically significant moderate positive correlation between counselling services and student retention (r = .603, p < .001), teacher-student relationships and student retention (r = .552, p < .001), as well as parental involvement and student retention (r = .552, p < .001). These results indicated that improvements in these discipline management strategies were associated with higher levels of student retention in government-aided secondary schools. The study concluded that counselling, supportive teacher-student relationships, and active parental involvement are vital components in enhancing student retention. It recommended that schools strengthen counselling services through professional staffing, invest in teacher training to build positive relationships with learners, and establish regular communication channels with parents to promote shared responsibility in education.
EDUCATION FINANCING AND QUALITY OF EDUCATION IN UPE SCHOOLS IN MBALE DISTRICT IN EASTERN UGANDA
(Uganda Christian University, 2025-09-20) ANNAH KITUYI
This study on the effect of Education Financing and Quality of Education in UPE schools was carried out in government-aided primary schools in Mbale District. The specific objectives of the study were to: establish the effect of government financing of education on the quality of education; assess the effect of parent financing of education on the quality of education; and find out the effect of guardian financing of education on the quality of education in UPE schools in Mbale District. The study adopted the descriptive survey research design in which both qualitative and quantitative approaches were used to gather data from a sample of 212 respondents consisting of staff of the District Education Office, Headteachers Deputy Headteachers and teachers. The data was collected using validated and pre-tested questionnaires and interview guides. The collected data was analyzed using descriptive and inferential statistics generated through use of the Statistical Package for Social Scientists (SPSS) for quantitative data while the qualitative data was analyzed using content analysis. The findings revealed that at R Square .562; p=.000 < .05 meaning that government financing of education accounted for 56.2% of improvement in quality of education in UPE schools; at R Square .137; p=.000 < .05 meaning that parent financing of education accounted for only 13.7% of the quality of education in the UPE schools; at R Square .062; p=.000 < .05 meaning that guardian financing of education accounted for only 6.2% of quality of education in UPE schools. Overall, results of the multiple regression revealed that at R Square .705; p=.000 < .05 meaning that financing of education through government, parents and guardians altogether accounted for 70.5% of the quality of education in UPE schools in Mbale District. The study concluded that government financing of education has a strong significant effect on the quality of education in the UPE schools; parent financing of education has a strong significant effect on the quality of education in UPE schools; guardian financing of education also has a strong significant effect on the quality of education in UPE schools in Mbale District. On the whole, education financing by government, parents and guardians altogether has a strong significant effect on quality of education provision in the UPE schools in Mbale District. The study recommended among other things that government should consider increasing its proportion of financing of education in the UPE schools as this will greatly improve on the quality of education in the schools; and that parents too, should get involved in financing education of their children since it also has a significant effect on the quality of education in the UPE schools. For further research, the study recommended that a similar study needs to be done in government-aided secondary schools so as to compare findings and be able to generalize the findings. Keywords: Education Financing, Government, Parent, Guardian, UPE schools, Mbale District.
Effect of Socio-Economic Status of Parents on Pupil Retention in Primary Schools in Mbale District, Uganda
(Uganda Christian University, 2024-11-18) Paul Musoke
The study intended to find out the effect of socio-economic status on pupil retention in primary schools in Mbale District. This study focused on effect of Socio-Economic Status of Parents on Pupil Retention in Primary Schools in Mbale District, Uganda. The researcher focused on effect of family income, parent education and family on pupil retention. This study intended to use the descriptive research design. The population for this study included the head teachers and teachers in primary schools in Mbale district. The researcher used the cluster sampling techniques to cater for gender balance among the teachers in the selected schools. The head teachers were selected using purposive sampling technique. The sample size for this study was calculated using Slovene’s formula. The researcher used both questionnaires and interview guides as methods of data collection. This study used self-administered questionnaires and interview guides to collect data. Validity was got through a validity test using the Content Validity Index. Reliability of instruments for data collection was tested in a pilot study which was carried out in a school which was not part of the study. A reliability test was run using Cronbach’s alpha. The quantitative data was analyzed using descriptive statistics which included measures of central tendency like mean, median, and mode, while measures of variability include included standard deviation. The quantitative data was analyzed and presented in frequency tables and percentages. Qualitative data underwent thematic analysis. The results of the first objective indicated that family income predicts the outcome of pupil retention as reflected by sig 0.398. This indicates the statistical significance of the model that was run of which, p< 0.010, which is less than 0.05, and indicates that the overall regression model statistically predicts the outcome of variable to be 0.398 which is insignificant. This implied that when family income is employed, there are likely pupil retention in primary school. As pupils in the school come from families with low income as many families have single source of income. The results of the second objective indicated that parent education significantly predicts the pupil retention in primary schools as reflected by sig 0.166. This indicates the statistical significance of the model that was run of which here, p< 0.000, which is less than 0.05, and indicates that the overall regression model statistically predicts the outcome variable reflected by sig 0.166 which shows that it was insignificant. This implied that parents with qualifications enable them to earn a reliable source of income to keep their children in school. The results of the third objective indicated that family set up predicts the outcome of pupil retention in primary schools as reflected by sig 0.852. This indicates the statistical significance of the model that was run of which here, p< 0.010, which is less than 0.05, and indicates that the overall regression model statistically predicts the outcome variable reflected by sig 0.852 which shows that it was insignificant. The researcher recommends that implementing early intervention programs that target at-risk students from low backgrounds. These programs can include additional academic support, mentoring, and social emotional learning interventions to help students stay in school.
EFFECTIVENESS OF HUMAN RESOURCE MANAGEMENT PRACTICES ON TEACHER MOTIVATION IN BUTALEJA DISTRICT GOVERNMENT-AIDED SECONDARY SCHOOLS
(Uganda Christian University, 2025-08-19) Namee Oliver
This study explores the impact of Human Resource Management (HRM) practices, particularly performance management, on teacher motivation in government-aided secondary schools in Butaleja District, Uganda. The objectives of the study were to analyse the effectiveness of performance planning, performance monitoring and performance appraisal on teacher motivation in secondary schools in Butaleja District. An initial examination of relevant literature indicated a scarcity of research on the impact of performance management strategies on teacher motivation especially in rural secondary schools in Uganda. Using a mixed-methods approach, the research integrates both quantitative and qualitative data collection techniques. A sample of 13 school administrators and 196teachers from 13 secondary schools were selected through simple random and systematic sampling methods. Data collection involved self-administered questionnaires and semi-structured interviews. The quantitative data were analyzed using SPSS ver. 20 software, applying descriptive statistics, such as frequencies, percentages, and means, along with correlational analysis and regression models to examine the relationships between HRM practices and teacher motivation. The qualitative data were analyzed thematically to identify recurring themes and insights. The findings revealed that performance planning, monitoring, and appraisal significantly influence teacher motivation, which in turn affects their job satisfaction and classroom performance. The study concludes that while HRM practices positively impact teacher motivation, challenges such as resource constraints and insufficient support need to be addressed for greater effectiveness. It also highlights the importance of intrinsic motivators, such as professional development opportunities and a supportive work environment. The study recommends that educational leaders focus on fostering intrinsic motivation, implement consistent performance monitoring systems, and restructure performance appraisal processes to prioritize developmental feedback. Additionally, non-monetary forms of recognition should be emphasized, and schools should advocate for increased resource allocation to enhance teaching and learning conditions.
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.
FINANCIAL MANAGEMENT STRATEGIES AND SCHOOL PERFORMANCE IN GOVERNMENT SECONDARY SCHOOLS IN LUUKA DISTRICT, UGANDA
(Uganda Christian University, 2025-09-23) MAGONGO RONALD
This study investigated the relationship between financial management strategies and school performance in government secondary schools in Luuka District, Uganda. It sought the relationship between budgeting; resource mobilization, expenditure control and school performance in government secondary schools in Luuka District was. A cross-sectional survey research design was adopted with the aid of both quantitative and qualitative approaches. A sample size of 95 (80 teachers, 5 head teachers, and 10 Board of Governors) respondents in Luuka District was used, but 91 responses were obtained. The study found out that there is a weak statistically significant relationship between budgeting and school performance in government secondary schools (r= 0.285** p > 0.05), there is a weak statistically significant relationship between resource mobilization and school performance in government secondary schools (r= 0.289**p < 0.05), and that the statistically significant relationship between expenditure control and school performance in government secondary schools is weak (r= 0.251** p < 0.05) in Luuka District. The study concluded that: budgeting; resource mobilization and expenditure control are fundamental factors in enhancing school performance in government secondary school. The study recommends sufficient budgeting allocations to secondary schools for the essential operational and infrastructural needs; there should be strong partnerships between schools, local communities and parents for effective mobilization for additional resources; Schools should develop and adhere to clear budgeting procedures that outline how funds will be allocated and spent.
FINANCIAL RESOURCE MOBILIZATION AND SCHOOL PERFORMNCE IN GOVERNMENT AIDED SECONDARY SCHOOLS IN NAPAK DISTRICT OF UGANDA
(2024-09-10) OKALEBO JOHN PETER
The study investigated the influence of financial resource mobilization on the performance of government-aided secondary schools in Napak District. Objectives included examining the effects of fundraising activities, building partnerships, and school fees charges on school performance. A sample of 80 respondents (teachers, education officials, and school leaders) was selected using Krejcie and Morgan’s (1970) sample size determination table and purposive and random sampling techniques. Data collection involved questionnaires and interviews, analyzed through SPSS using descriptive statistics and regression analysis. Findings showed that fundraising activities significantly influenced school performance, with an R² = 0.482 (48.2%) and p < 0.05. Building partnerships also had a significant effect, with R² = 0.407 (40.7%) and p < 0.05, while school fees charges had an R² = 0.378 (37.8%) and p < 0.05. Regression coefficients were positive for all factors. The study adopted Marzano’s (1970) theory of school performance realism, emphasizing the need to address internal and external forces affecting performance. Recommendations included implementing structured, transparent fundraising strategies involving stakeholders and sustainable income-generating projects. Schools were advised to formalize partnerships through MoUs with NGOs and private actors to address resource gaps and improve education quality. Additionally, balancing school fees to sustain operations while ensuring affordability was emphasized, with suggestions for flexible payment plans and subsidies for underprivileged students. These measures aim to enhance performance while maintaining inclusivity and accessibility in education within Napak District. KEY WORDS: Financial Accountability, School Systems, Government grants, Parental Contributions.
FUNCTIONS OF THE FOUNDATION BODIES AND PERFORMANCE OF GOVERNMENT-AIDED SECONDARY SCHOOLS IN TORORO DISTRICT, UGANDA
(Uganda Christian University, 2025-09-09) BUYI YOBU RONALD
The purpose of this study was to assess how the implementation of foundation body functions contributes to school performance in government-aided secondary schools in Tororo District, Uganda. Particular focus on the roles of culture, knowledge, and supervision. It was guided by three specific objectives: to analyse the effect of board members’ knowledge of their responsibilities, to examine the effect of the foundation body’s supervision practices and to assess the effect of the foundation body’s culture on the performance of Government-aided schools in Tororo District.The study adopted a cross-sectional research design with a mixed-methods approach, combining quantitative surveys and qualitative interviews with school administrators, board members, and foundation body representatives. The results of a multiple regression analysis model explains 57.5% of the variance in school performance, with an R-value of 0.758 and an Adjusted R² of 0.566, indicating that the foundation bodies’ functions significantly impact performance outcomes. The analysis reveals that supervision and culture are the most influential predictors of school performance, while knowledge does not show a statistically significant effect. Furthermore, the multiple regression model (R² = 0.575, F = 69.329, p = 0.000) demonstrates that while knowledge has a positive coefficient of 0.211, the effect is not statistically significant (p = 0.163). In contrast, supervision and culture exhibit strong and statistically significant positive effects on school performance, with coefficients of 0.843 and 0.602, respectively (both p = 0.000). The analysis highlights that effective supervision practices and a robust organizational culture lead to substantial improvements in school performance. Furthermore, supervision and culture show strong positive correlations with school performance (r = 0.726 and r = 0.617, respectively), reinforcing their pivotal roles as predictors. The findings highlight the importance of strengthening supervisory practices and fostering a positive, supportive culture within foundation bodies. While board members' knowledge of their roles contributes to school governance, it is the foundation bodies' supervision and cultural practices that have the most significant impact on school performance. The study concludes that foundation bodies play a critical role in improving the quality of education in Uganda. It recommends that the Ministry of Education and Foundation bodies should collaboratively institute regular, structured training and orientation programs for all board members. Further research could explore the impact of these functions in other districts and regions
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.
GUIDANCE SERVICES AND STUDENT DISCIPLINE IN GOVERNMENT-AIDED SECONDARY SCHOOLS IN MBALE CITY’S NORTHERN DIVISION
(Uganda Christian University, 2025-09-01) WAMONO VINCENT
This study sought to ascertain the effects of guidance services on student discipline in government-aided secondary schools located in Mbale City’s Northern Division. The study's objectives were to determine the effects of educational guidance on student behaviour in Northern City Division Mbale City's government-aided secondary schools, the effects of personal guidance on student behaviour in the same division, and the effects of vocational guidance on student behavior in the same division. The study population consisted of 136 respondents selected from the four secondary schools in Mbale City. Stratified random sampling procedures were employed in the study to get a sample size of 101 respondents. The primary instrument used to gather information was a questionnaire. However, interview guides were also used to collect qualitative data. The collected data was analysed using descriptive statistics in SPSS version 20. The findings revealed that educational, personal, and vocational guidance significantly contribute to shaping student behavior, with an R Square value of 0.482, indicating that 48.2% of the variation in students’ discipline was explained by guidance and counseling practices. Interviews with teachers further affirmed that learners who actively participated in guidance sessions demonstrated improved responsibility, respect for school rules, and positive peer interactions. The study concluded that guidance and counseling play a central role in promoting discipline, though challenges such as limited trained counselors and inadequate resources were reported. It is recommended that schools strengthen guidance units, provide continuous training for counselors, and integrate guidance services into the overall school management system. The findings are relevant to policymakers, school administrators, and education stakeholders seeking strategies to enhance student discipline and academic outcomes.
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.
HEAD TEACHER-PUBLIC RELATION STRATEGIES AND TEACHER PERFORMANCE IN SECONDARY SCHOOLS IN MOROTO DISTRICT
(Uganda Christian University, 2025-09-10) LAZARUS HYUHA
The study examined Head Teachers’ Public Relations Strategies and Teacher Performance in Secondary Schools in Moroto District. It was guided by three objectives: to investigate the effect of relationship management, to examine the effect of communication strategies, and to assess the effect of delegation strategies on teacher performance in secondary schools in Moroto District. Using a descriptive survey design with a mixed-methods approach, the study sampled 109 respondents, including 105 teachers and 4 head teachers. Data collection involved closed-ended questionnaires for teachers while interviews were conducted with head teachers and education managers. The instruments were validated with a content validity index of .92, and reliability was confirmed with a Cronbach alpha coefficient .776. Quantitative data were analysed using descriptive and inferential statistics, including Pearson correlation and regression analysis, while qualitative data were subjected to thematic analysis. Findings indicate that among the three predictors, only two were statistically significant, with Relationship Management making the strongest unique contribution to explaining Teacher Performance, recording a higher beta value (β = .290, p < .05) than Communication Strategies (β = .262, p < .05). Delegation Strategies did not make a statistically significant contribution (β = .042, p = .723). This means that only Relationship Management and Communication Strategies made unique, statistically significant contributions to predicting Teacher Performance. Qualitative data also indicate that effective headteacher public relations, particularly clear communication and collaborative leadership, enhance teacher motivation and instructional effectiveness. The study therefore concluded that relationship management—especially fostering teamwork and professional collaboration—improves teacher morale, communication strategies enhance instructional efficiency, and delegation of duties improves accountability. The study, therefore, recommended that the Ministry of Education, school administrators, and policymakers invest in leadership training programs to enhance head teachers’ public relations skills, ultimately improving teacher performance in secondary schools.
HEAD TEACHERS’ MANAGEMENT OF ICT INTEGRATION AND EFFECTIVE TEACHING OF BIOLOGY IN SELECTED SECONDARY SCHOOLS IN MBALE CITY, UGANDA
(Uganda Christian University, 2024-11-26) Wasukira Charles
HEAD TEACHERS’ PERFORMANCE MANAGEMENT PRACTICES AND TEACHER EFFECTIVENESS IN GOVERNMENT-AIDED PRIMARY SCHOOLS IN NGORA DISTRICT
(Uganda Christian University, 2025-09-26) ONGODIA CHARLES PETER
The study was set to examine the Head teachers’ performance management practices and teacher effectiveness in government primary schools in Ngora district. The study was guided by three specific objectives, namely: to assess the relationship between support supervision and teachers’ effectiveness, to examine the relationship between performance appraisals and teachers’ effectiveness, and to analyze the relationship between career development and teachers’ effectiveness in government-aided primary schools of Ngora district. The study used a correctional design. The study population consisted (277) teachers, from which a sample size of 147 was determined. The simple random sampling was used to select the participants. The data collection instrument was a questionnaire. Data was analyzed using descriptive statistics and Pearson Correlation analysis. The study results showed that support supervision has strong significant relationship with teacher effectiveness (r = 0.690, p = 0.000), performance appraisals have a moderate significant relationship with teacher effectiveness (r = 0.531, p = 0.000), career development initiatives have a moderate significant relationship with teacher effectiveness (r = 0.512, p = 0.000) in government-aided primary schools in Ngora district. The study concludes that effective support supervision, systematic and equitable administration of performance appraisals, and career development initiatives such as professional growth opportunities, training programs, and career advancement initiatives significantly affect teachers' effectiveness in various dimensions, including content knowledge, personal conduct, pedagogical practices, and classroom management. The study recommends that the Ministry should develop and promote a comprehensive professional development framework that aligns support supervision with teachers’ individual professional needs, and head teachers should work with teachers to set development goals based on the feedback received and monitor progress throughout the year.
HEAD TEACHER’S SUPPORT SUPERVISION AND TEACHER EFFECTIVENESS IN GOVERNMENT AIDED PRIMARY SCHOOLS IN MBALE DISTRICT, UGANDA
(2025-08-21) MARY GORRET NELIMA
This study investigated the effect of head teachers’ support supervision on teacher effectiveness in Government-Aided Primary Schools in Mbale District. The research addressed the concern that, despite supervisory efforts by head teachers, teacher performance in many schools remained unsatisfactory. The study specifically examined the influence of classroom observation, feedback practices, and follow-up activities on improving teacher effectiveness. A descriptive cross-sectional survey design was employed, integrating both quantitative and qualitative approaches. Data were collected from both teachers and head teachers using questionnaires and interviews, and analyzed using descriptive and inferential statistics. Simple linear regressions revealed that classroom observation alone explained 61.1 % of the variance in teacher effectiveness (R² = .611, F=20.75, p < .001), feedback practices accounted for 49.4 % (R² = .494, F = 34.86, p < .001), and follow‑up activities contributed 58.4 % (R² = .584, that 65.9 % of the variability in teacher effectiveness was jointly explained by the three supervisory components. The findings showed that teacher performance significantly improved when supervision was systematic and continuous. It was concluded that well executed classroom observations, timely feedback, and regular follow-up by head teachers positively influence teacher effectiveness. The study recommends that education managers institutionalize structured supervision mechanisms to enhance the professional growth and performance of teachers.
HEADTEACHER COMMUNICATION STYLES AND TEACHER PERFORMANCE IN SECONDARY SCHOOLS IN NAKAPIRIPIRIT DISTRICT, IN KARAMOJA SUB-REGION, UGANDA
(Uganda Christian University, 2025-09-20) Nandudu Christine
The study looked at how head teachers' communication strategies affected secondary school teachers' performance in the Karamoja sub-region of northeastern Uganda's Nakapiripirit District. The study specifically aimed to determine how the use of passive communication styles by head teachers, aggressive communication styles, passive-aggressive communication styles, and assertive communication styles affected the performance of teachers in secondary schools in the Nakapiripirit District. The study used a cross-sectional survey research design, gathering data from 124 respondents using both qualitative and quantitative methods. Purposive and simple random samplings were used to choose the respondents, and in-person interviews and a self-administered questionnaire were used to collect data. Descriptive and inferential statistics produced by the Statistical Package for Social Scientists (SPSS-version 20) were used to evaluate the quantitative data, and thematic and content analyses were used to study the qualitative data. The study found out that for objective one, at R2 .085; p=.008 < .05; for objective two, at R2 .064; p=.022 < .05; for objective three, at R2 .333; p=.000 < .05; for objective four, R2 .127; p=.001 < .05; and overall, at R2 .358; p=.000 < .05. The study concluded that Headteachers’ application of passive communication style accounts for 8.5% of teacher performance and has a significant effect on teacher performance in the secondary schools; Headteachers’ application of aggressive communication style accounts for 6.4% of teacher performance which also has a significant effect on teacher performance in the secondary schools; Headteachers’ application of passive-aggressive communication style accounts for 33.3% of the teacher performance which has a strong significant effect on teacher performance in the secondary schools; Headteachers’ application of assertive communication style accounts for 12.7% of the teacher performance which also has a significant effect on teacher performance in the secondary schools; and overall, headteacher communication styles account for 35.8% change in teacher performance which have a strong significant effect on teacher performance in the secondary schools in Nakapiripirit District. The study recommends among other things that head teachers should utilize a blend of the four communication styles to get the best results regarding teacher performance in schools. Key words: Headteacher Communication Styles, teacher performance, secondary schools, Nakapiripirit district, Uganda.
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
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.

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