Master of Education (Administration and Planning)
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Item An Assessment of the Contribution of Leadership Styles on Crisis Management in Selected Secondary Schools in Nakifuma Town Council(Uganda Christian University, 2024-06-28) Efrance NtaleThe study aimed at assessment of the leadership styles and crisis management among selected secondary schools in Nakifuma Town Council. The study objectives included; to establish the leadership styles used in crisis management in selected secondary schools in Nakifuma Town Council, to assess the effect of leadership styles on crisis management in selected secondary schools in Nakifuma Town Council, and to examine the challenges that head teachers encounter when it comes to crisis management. The study employed a cross-sectional research design, where both qualitative and quantitative approaches were used. The sample comprised of four (4) head teachers, four (4) Deputy head teachers, one (1) District Education Officer, two (2) District Inspectors of School, and seventy five (75) teachers. These were purposively and simple randomly selected. Data was collected through questionnaires and interviews. Data was analyzed quantitatively through the SPSS and thematic content analysis was used to analyze qualitative data. Study findings revealed that school managers base on charismatic leadership, autocratic leadership, transformative leadership, transformational leadership, transactional leadership and entrepreneurial leadership for proper crisis management. These are the major leadership styles used in crisis management in selected secondary schools in Nakifuma Town Council. It also revealed that autocratic leadership gives full empowerment to the school leader with minimal follower’s participation; the head teacher rarely considers suggestions made by subordinates; there is usually strong orientation towards conformity of rules and regulations; the head teacher usually takes full control and authority in managing crisis; and the head teacher regularly tells us what to do, how to do it and when he/she wants it done; these are the major effect of leadership styles on crisis management in selected secondary schools in Nakifuma Town Council. It further revealed that limited financial resources, geographical location of the school, government policy like school closure under presidential directives; limited knowledge related to the field itself, and organizational structures; these are the major challenges that head teachers encounter when it comes to crisis management. Basing on the above findings, it is concluded that there is positive significant relationship between leadership styles and crisis management in selected secondary schools in Nakifuma Town Council. (r= .686**, p=0.001). This implies that any change in the management of crisis is influenced by leadership style applied. The study recommended that each school must have the trained leaders with relevant skills and understanding to handle crises; and areas of further research were suggested.Item Assessing the Contributions of Science and Mathematics Teachers (Sesemat) on Students Academic Performance in Selected Public Secondary Schools in Hoima Municipality(Uganda Christian University, 2024-05-23) George Kazooba IrumbaScience and mathematics teachers (SESEMAT) create engaging lesson plans and activities for the learners, including laboratory works, group research, and field experiments. They also demonstrate methods and present scientific research to support their observations. The study was carried out in Hoima Municipality, Hoima District. The study aimed at assessing the contributions of science and mathematics teachers (SESEMAT) on students’ academic performance in selected public secondary schools. The study objectives were; to find out the methods used by teachers while teaching Science and Mathematics in selected public secondary schools, to find out in which ways SESEMAT has contributed to students’ academic performance in the selected public secondary schools and to identify the factors influencing teachers’ methodology in teaching Science and Mathematics in selected public secondary schools. The study used a cross sectional survey design. A total of 232 respondents was used which included head-teachers, deputy head-teachers, teachers of Science and Mathematics and students; data was collected by use of questionnaire and interview guide. Respondents were purposively and simple randomly selected. Data was analyzed both quantitatively and qualitatively. The study findings revealed that teachers while teaching Science and Mathematics majorly employ demonstration methods, student centered approach and discussion methods. The study also revealed that SESEMAT helps students to grasp content taught easily, gain practical skills, and makes it simple for teachers to attend to individual students’ differences. The study further revealed that teachers training background, teachers’ competence, availability of teaching aids and school education facilities are the major key factors influencing teachers’ methodology in teaching Science and Mathematics in public secondary schools. From the findings, it is concluded that SESEMAT has an impact on the academic performance in science and mathematics in the selected public secondary schools. It is recommended that teachers training institution should be well equipped to groom good and competent teachers with proper required training background for effective science teaching, and areas of further research were suggested.Item ASSESSING THE INFLUENCE OF ADMINISTRATIVE DEMANDS ON TEACHER PERFORMANCE: A CASE OF SECONDARY EDUCATION IN KYENGERA TOWN COUNCIL, WAKISO DISTRICT(Uganda Christian University, 2025-09-04) UGANDA CHRISTIAN UNIVERSITYABSTRACT The study aimed at assessing the influence of administrative demands on teacher performance in secondary education in Kyengera Town Council, Wakiso District. The obejectives included: to determine the relationship between planning as an administrative demand and teacher performance in secondary education, to examine the influence of staffing as an administrative demand on teacher performance in secondary education, and to determine the effect of directing (supervision) as an administrative demand on teacher performance in secondary education. This study was a cross-sectional research design. The use of the two approaches was based on the principle of triangulation. The study population included; Head teachers (3), deputy head teacher (6), Directors of studies (3), Assistant Directors of Studies (3) and teachers (70), totaling participants. All these were purposively and simple randomly selected. The results revealed that planning as an administrative demand has a positive significant effect on teacher performance in secondary education in Kyengera Town Council (.686**). This implies that where there is planning as an administrative demand, the performance of teachers in secondary schools tend to be high and satisfactory. In the regression, it was also predicted that 24.5% variation in teacher performance is explained by changes in planning as an administrative demand. This shows that any changes in planning as an administrative demand would lead to 24.5% chance change in the teacher performance. The results also revealed that staffing as an administrative has a positive significant effect on teacher performance in secondary education in Kyengera Town Council (.342**). This implies that in that situation, in secondary schools, staffing demands planning, involves professional development of staff, and accountability for supervision. It is also noted that staffing involves appraisal of all the staff, and calls for assess employee performance. The regression findings predict that 30.4% variation in teacher performance is explained by changes in staffing as an administrative. This shows that any changes in staffing as an administrative would lead to 30.4% chance change in teacher performance were squarely addressed. The results finally revealed that there is a positive significant relationship between directing (supervision) as an administrative demand and teacher performance in secondary education in Kyengera Town Council (.589**). This clearly implies that where there is directing (supervision) as an administrative demand, giving progress reports to Foundation Body is done on time, giving progress reports to the Board of Governors is regular, school discipline is well maintained, and scheduling duty is fairly done in secondary schools. From the regression analysis, it was also predicted that 31.3% variation in teacher performance is explained by directing (supervision) as an administrative demand. This shows that any changes in directing (supervision) as an administrative demand would lead to 31.3% chance change in teacher performance in this area. The study concluded that staffing as an administrative demand and directing (supervision) as an administrative demand had the highest significant positive relationship on the teacher performance in selected secondary schools. The study recommends that school leaders need to develop a school strategic plan that clearly streamline school objectives in collaboration with teachers’ responsibilities to be achieved within school premises, and areas of further research were suggested.Item Assessment of the Effects of the Abek Model on School Going Age Children in Karamoja(Uganda Christian University, 2024-03-21) Joseph Isaac Opia OnziaThe study aimed at assessing the effect of the ABEK model on school going children in Karamoja region. The study objectives included; to examine the best practices of the ABEK Model; to assess the effect of the ABEK Model in regards to enrollment of school going children, to assess the effect of the ABEK Model in regards to retention of school going children, and to assess the effect of the ABEK Model in regards to delivery of Numeracy & literacy of school going children. The study employed a cross-sectional research design. The sample comprised of Village ABE committee members (18), Sub County ABE committee members (18), learners (55) and facilitators (27). These were purposively and simple randomly selected. Data was collected through questionnaires, xiii interviews and focus group discussions. Data was analyzed quantitatively through the SPSS and thematic content analysis was used to analyze data qualitatively. Study findings revealed that the ABEK model is key in attitudinal change towards education and schooling, and ABEK model has equipped learners with basic life skills; these are the major best practices of the ABEK Model in Karamoja region. Study findings also revealed that the ABEK program provides free education for financially disadvantaged learners which encourages enrolment; and girl child enrolment has been boosted by ABEK by over 40%; these are the major effect of the ABEK Model in regards to enrollment of school going children in Karamoja region. Study findings further revealed that the flexible time table encourages retention of learners by over 30%, ABEK program focus and promote inclusive education, protect individual rights, and the program is based on stakeholder participation where most parents are involved in monitoring their children progress, these are the major effect of the ABEK Model in regards to retention of school going children in Karamoja region. The study lastly revealed that the ABEK model has not taught well children how to read, write and count; the ABEK model has not given learners knowledge of preserving milk, meat and churning yoghurt, and the ABEK model hasn’t enabled learners to fully realize their rights including the right to education; these are the major effect of the ABEK Model in regards to delivery of numeracy and literacy of school going children in the Karamoja region. Basing on the above findings, it was concluded that the ABEK model has an effect on school going children in Karamoja region. The study recommended that the Ministry of Education and Sports in consultations with ABEK designers should plan for modalities to open up alternative centers near ABEK learning centers. This could take care of the needs of the children who are baby sitting and also attending ABEK classes; and areas of further research were suggestedItem CO-CURRICULAR ACTIVITIES AND STUDENTS’ ACADEMIC PERFORMANCE IN SELECTED SECONDARY SCHOOLS IN RUHAAMA COUNTY, NTUNGAMO DISTRICT(Uganda Christian University, 2025-08-13) Abias KasasiraThis study examined the effects of participation in co-curricular activities on student’s academic performance in selected secondary schools in Ruhaama County, Ntungamo District, Uganda and explored the influence of various demographic and home background factors on this participation. It also established the correlation that exists between co-curricular activities’ participation and students’ academic outcome. The study was guided by three primary objectives: 1. Assessing the impact of demographic factors such as age and class on students’ academic performance. 2. Evaluating how students' home backgrounds including parental marital status, education, and socioeconomic status affected their academic performance. 3. Determining the relationship between co-curricular activities’ participation and learners’ academic performance. By using a mixed-method approach, the research analyzed quantitative data through statistical tests and correlation analysis to address the hypotheses that demographic factors and home backgrounds did not significantly influence co curricular participation, and that participation did not significantly affect academic performance. The findings revealed that while demographic factors like age and academic class were significant predictors of co-curricular participation, other factors such as gender, parental marital status, and socio-economic background did not have a substantial impact. The study concluded that there is significant positive relationship between co-curricular activities’ participation and better learners’ academic outcome. The study recommends that it is essential for schools to provide financial support or subsidies for students from low socio-economic backgrounds; and areas of further research were suggested.Item Community Involvement and Management of Public Secondary Schools in Kumi District, Uganda(Uganda Christian University, 2023-09-11) Simon EkabotThe purpose of this study was to establish the influence of community involvement on the management of public secondary schools in Kumi district. The study objectives were to assess how the community is involved in management of public secondary schools in Kumi district, to examine the influence of community involvement on the management of public secondary schools in Kumi district and to investigate the challenges faced in community involvement in management of public secondary schools in Kumi district. A total of 211 respondents were used in this study and these included the head teachers, teachers, community members and DEO. The researcher used a descriptive survey design. Questionnaires and interview guides were used as data collection instruments. Study findings revealed that in most public secondary schools, community members are not involved in school management. Study findings also revealed that most community members do not offer financial and non-financial support to schools besides the school fees they pay. Findings of the study further revealed that community involvement has a great influence on school management because it increases students’ enrolment and attendance, helps community members to air out their grievances, makes community members to demand for accountability and improves on the relationship between community members and school administration and increases students’ performance. Study findings also revealed that community involvement in school management faces a lot of challenges: delayed remittance of capitation grant by government, reluctance of community members to participate in school activities, individual differences among community members and hostility of some community members. This has made it difficult to manage public secondary schools. Basing on study findings, it was recommended that Public secondary schools in Kumi District should fully involve community members in school management, the government ought to remit capitation grant to schools in time, there ought to be diversity management among community members such that individual differences among community members are ignored and there is need to create a cordial relationship between community members and school administration to curb down hostility of some community members.Item CONFLICT MANAGEMENT AND ACADEMIC MANAGEMENT IN EDUCATIONAL INSTITUTIONS(Uganda Christian University, 2025-09-24) NAKISANZE MARTHAThis study examined the relationship between conflict management and academic management in educational institutions, with specific focus on the effect of the accommodative conflict management style at Green Hill Academy Secondary School in Kampala, Uganda. The research was guided by three objectives: (i) to assess the effect of accommodative conflict management style on administrative management, (ii) to examine its effect on personnel management, and (iii) to establish its effect on stakeholder management. A cross-sectional survey design was employed, integrating both qualitative and quantitative approaches. The study population consisted of 93 individuals, including the head teacher, principals, Commitee members, teachers, students, and non-teaching staff. A sample of 75 respondents was selected using stratified, purposive, and simple random sampling techniques. Data was collected using questionnaires, interviews, and document reviews. Quantitative data was analyzed using descriptive statistics, Pearson correlation, and regression analysis through SPSS, while qualitative data was subjected to thematic and content analysis. Reliability and validity of instruments were ensured through expert judgment, pilot testing, and statistical verification, yielding a Cronbach’s Alpha coefficient of 0.721. The study achieved an overall response rate of 93%, which was deemed adequate for meaningful analysis. The findings revealed that the accommodative conflict management style has a strong and positive influence on academic management at Green Hill Academy. In terms of personnel management, the approach was found to promote teamwork, mutual respect, and emotional well-being among staff, creating a harmonious environment conducive to learning. However, overuse of accommodation was noted to risk unresolved issues and weakened decision-making. Regarding administrative management, the accommodative style was associated with inclusive communication, participatory decision-making, and long-term benefits such as reduced tension and stronger teamwork. Finally, in relation to stakeholder management, the approach was valued for fostering transparency, accountability, and collaboration, although excessive reliance on accommodation could lead to perceived weakness or suppressed conflicts. Overall, the accommodative style was found to be an effective tool for promoting harmony, trust, and cooperation in a school setting. Nevertheless, the findings highlighted that relying exclusively on accommodation may compromise strategic decision-making and hinder resolution of deeper conflicts. The study concludes that while the accommodative style significantly contributes to a positive academic environment, it should be applied selectively and complemented with other approaches, such as problem-solving or assertive styles, to achieve balanced and sustainable outcomes. Based on these findings, the study recommends that Green Hill Academy adopts participatory conflict management frameworks involving all stakeholders, develops gender-sensitive policies to enhance inclusivity, and prioritizes continuous professional development in conflict resolution skills. Additionally, the school should establish monitoring systems to evaluate conflict management effectiveness, integrate conflict resolution training into student programs, and develop clear institutional policies and guidelines for handling conflicts. By adopting a balanced and proactive approach, educational institutions can transform conflicts into opportunities for growth, strengthen academic management, and ensure sustainable institutional effectiveness.Item Determinants of Household Demand for Private Secondary School Education in Sheema Municipality(Uganda Christian University, 2023-09-19) Asiimire ArinaitweThe purpose of this study was to assess the determinants of household demand for private secondary school education in Sheema Municipality. The study objectives included; to establish the influence of parental education level on demand for private secondary school education in Sheema Municipality, to examine influence of household income status on demand for private secondary school education in Sheema Municipality; and to ascertain the influence of family size on demand for private secondary school education in Sheema Municipality.This study used a cross-sectional survey design. The study population comprised of the Directors of Schools, head teachers, deputy head-teachers, Municipal Inspectors of School, Municipal Education Officer, teachers, students’ representatives and parents’ representatives, equivalent to 186 respondents. These respondents were purposively and simple randomly selected. Questionnaires, interview guide and focus group discussions were used in data collection. These data were analyzed quantitatively and qualitatively. The study findings revealed that the common reasons for choosing private schools is that educated parents believe their children get a superior education; parents who are highly qualified want to provide their children education in private schools; and informed parents always have positive beliefs on the education services provided by private schools to be better thus influencing their decision to school choice. The study results also revealed that family material possessions influences parents’ choice of school for their children; the household income status and household savings influence parents’ choice of school for their children in this community. The study revealed that the number of school going children; children from polygamous family; and children from larger families are the major influence of family size on demand for private secondary school education in Sheema Municipality. Basing on the above, it is concluded that various determinants of household demand has an influence on the private secondary school education in Sheema Municipality. The study recommended that family size should be minimized. This can be achieved through control of child birth, and avoiding polygamous marriages. This shall enhance parents’ ability to have the best choice for their children; and areas of further research were suggested.Item Determinants of Organizational Commitment of Staff in Soroti and Tororo Uganda Colleges of Commerce(Uganda Christian University, 2025-05-28) Susan KyoziraIntroduction: The study aims at examining the determinants of organizational commitment of staff in Soroti and Tororo Uganda Colleges of Commerce. The objectives included: establishing the influence of work environment on organizational commitment in Uganda Colleges of Commerce, ascertaining how career development determines organizational commitment in Uganda Colleges of Commerce, establishing how organizational support relates to organizational commitment in Uganda Colleges of Commerce, and assessing the relationship among work environment, career development, organizational support and organizational commitment. Methodology: A descriptive cross-sectional case study design was adopted. The population involved personnel from the top management, the teaching staff and the non-teaching staff of those selected colleges, totaling to 108 in number. These categories of participants were all selected using simple random sampling since they possessed attributes for the required information. Data collection was done with the help of questionnaires and interview guide; whereas, the collected data was analyzed and reported quantitatively and qualitatively. Results: The findings confirm a relationship between work environment and organizational commitment. This means that a good work environment such as sufficient lighting, air temperature, sound at work, colors and decorations in the workplace, comfortable work space, good infrastructure, adequate facilities and equipment are necessary in improving organizational commitment. In addition, the study confirms a significant relationship between career development and organizational commitment. This implies that organizational commitment cannot be achieved without career development activities like induction, training, coaching, mentorship, job rotations and internal promotions among others. The study further confirms a relationship between organizational support and organizational commitment. This means that staff commitment cannot be expected in a situation where employees are given little or no support at all; that there is need for the organizations to support employees through appreciation and recognition, work-life balance, training grants, supervisor support and others. Conclusion: It is concluded that there is a significant positive relationship (0.237*) between the work Environment and organization commitment. There is also a positive relationship (0.193) between career development and organizational commitment. There is a positive relationship (0.248*) signifying that increased organization support will lead to an improvement on organizations commitment. Recommendations: The institutions should create environments where all other amenities of work should ensure effective interaction and connection between workers; and areas of further research were suggested.Item Dynamics in the Implementation of Comptency Based Curriculum in Selected Secondary Schools in Kamuli Munipality(Uganda Christian University, 2025-05-26) Fred Owor GumasiThe study aimed at examining the stakeholders’ involvement in the implementation of the Competency-Based Curriculum (CBC) in Kamuli Municipality, Uganda. It specifically sought to provide insights into the roles of various stakeholders in the implementation process, assessing their impacts in the curriculum implementation and identifying challenges faced by these stakeholders. The research utilized a case study design, adopting qualitative methods such as in-depth interviews and focus group discussions to explore the details of CBC implementation within the natural setting. The approach enabled an exploration of local socio-economic and cultural factors influencing curriculum implementation. The source of data was mainly on primary data from interviews and focus groups involving diverse participants, and data analyzed qualitatively, basing on thematic content analysis. The findings revealed that the implementation of the Competency-Based Curriculum (CBC) in Kamuli Municipality though involved various stakeholders; they were few with uneven roles. While the National Curriculum Development Centre (NCDC) led teacher training and workshops, challenges arose from inconsistent content delivery and confusion during sessions. The findings revealed that head-teachers facilitated internal training and learner supervision but lacked external monitoring support. Parents and school boards offered financial backing, though many parents were inadequately sensitized about their roles. Stakeholder collaboration, including teacher involvement in assessment, strengthened CBC delivery despite limited initial consultation. The study concluded that the Competency-Based Curriculum (CBC) in Kamuli Municipality being implemented though several stakeholders; where, headteachers facilitated internal training and learner supervision; however, they lacked external monitoring support. Key recommendations would benefit policy makers and education officials after implementing strategies such as such as; standardized teacher training, peer-led mentoring, strengthened supervision frameworks, sensitization through workshops, funding through partnerships, and infrastructure development which were found to be crucial.Item Effect of Administrative Roles on Teacher-administrator’s Dual Performance; a Case of Selected Secondary Schools in Mukono Municipality Mukono District(Uganda Christian University, 2025-05-26) Allan BabukiikaThe study examined the effect of administrative roles on teacheradministrator dual performance; A case of selected secondary schools in Mukono Municipality. The occurrence under which the teachers assume administrative responsibilities in addition to their teaching or class room duties and performance, present both possibilities and difficulties in executing these roles. The transformational leadership theory was adopted. The study utilized a case study design with qualitative approach. Data was collected from 37 participants with administrative roles in addition to teaching responsibilities in the selected secondary school. Interview guide gathered data which was analyzed qualitatively with attention to explanatory content to generate the thematic and verbatim themes to comprehensively understand the topic under investigation. The different administrative roles played by teacher were strategic formulation, implementation of school policies, termly work plan as well as procurement plan, co-ordination of activities, performance appraisal, visionary leadership, career development, budgeting, career guidance, community engagement and oversight of the academic institution to support delivery of quality education. Teacher responsibilities and administrative duties have more positive than negative effects on their performance in classroom and school administration through promotion of academic excellence, compliance with Board of Governors as well as MoES policies and fostering conducive environment. However, conflicting royalty, limited resources, time management, roles and priorities in addition to issues pertaining work load management can be the greatest obstacle to the effectiveness of teacher- administrator dual performance. Secondary schools should have supportive school structure, prepare work plan, team teaching, professional development, delegation, performance appraisal, transparency in the way of communication, decision making and clearly defining their roles and duties with increased budget to yield teacher performance at schoolsItem Effects of Covid-19 Pandemic Regulations on Secondary School Students in Kyotera Town Council(Uganda Christian University, 2023-09-25) Victor NdagireThe study aimed at exploring the effects of COVID-19 pandemic regulations on secondary school students in Kyotera Town Council, Kyotera District. The study objectives included; to examine the effects of COVID-19 pandemic regulations on students learning in selected secondary schools in Kyotera Town Council, to examine the outcomes of COVID-19 pandemic regulations on students’ wellbeing in selected secondary schools in Kyotera Town Council, and to identify the students’ copying mechanisms of COVID-19 pandemic regulations in selected secondary schools in Kyotera Town Council. The study employed a cross-sectional research design, where both qualitative and quantitative approaches were used. The sample comprised of (5) head teachers, (5) school counselors, (5) deputy head teachers, (25) teachers and (100) students. These were purposively and simple randomly selected. Data was collected through questionnaires and interviews. Data was analyzed quantitatively through the SPSS and thematic content analysis was used to analyze qualitative data. Study findings revealed that there is a positive significant relationship between the COVID-19 pandemic regulations and students’ learning in selected secondary schools in Kyotera Town Council (r=0.686, p=0.000) with a regression R2 of .471. It revealed that the COVID-19 regulations has contributed to dropout of students, students have limited contact with colleagues, children learning less through distance education been observed, and school closure have affected studying practical subjects. The study also revealed that there is a positive significant relationship between the COVID-19 pandemic regulations and students’ wellbeing in selected secondary schools in Kyotera Town Council (r=.589, p=0.000) with a regression R2 of .346. It revealed that as a result of Covid-19 pandemic regulations, school have been burdened by mental health consequences among students, schools experience failure to afford the expenses SOPs, there is stress and fear of COVID-19 infection; there is increasing negative feeling among students, and they have experienced stress, anxiety and depression. The study further revealed that routine screening for SARS-CoV-2 virus, emphasize of e-learning platforms and lessons; restricted visitors, routine counselling of all students, and need to adopt transmission control measures like wearing masks, social distancing and regular hand-washing; these are the major students’ copying mechanisms of COVID-19 pandemic regulations in selected secondary schools in Kyotera Town Council. Basing on the study findings, it is was therefore concluded that most secondary schools in Kyotera Town Council practice copying mechanisms of COVID-19 pandemic regulations. The study recommended that schools should emphasize e-learning; and areas of further research were suggested.Item Examining the Financial Management Practices Behind Academic Performance in Chosen Public Primary Schools Within Cueibet County, Gok State, South Sudan(Uganda Christian University, 2024-06-12) Job Reec SabitThis study investigates the relationship between financial management practices and academic performance in selected public primary schools within Cueibet County, Gok State South Sudan. Through a comprehensive survey of 156 respondents, representing a 100% response rate, the research examines the impact of financial planning, coordination, and control practices on academic outcomes. The demographic composition of the sample, including gender, education levels, and tenure, is analyzed. Using a Likert scale, the study measures academic performance based on indicators such as passing rates, national examination grades, completion rates, and alignment with national human resource development. Key challenges in academic performance emerge, including poor grades and low completion rates. Analyzing three financial management dimensions planning, coordination, and control through regression techniques, the study finds that financial planning practices significantly influence academic performance, while coordination and control practices exhibit lesser impact. The research highlights disconnects between financial planning and academic goals, misallocation of resources due to poor coordination, and insufficient monitoring and auditing of spending practices. The study underscores the importance of strategic financial planning aligned with academic objectives, efficient resource coordination, and robust financial controls to enhance the academic environment. The findings have implications for administrators, policymakers, and stakeholders aiming to enhance academic outcomes through effective financial management. Further research is recommended to explore additional factors influencing academic performance in this context.Item EXPLORING THE INFLUENCE OF TEACHER SUPERVISION ON EFFECTIVE TEACHING AND LEARNING IN PUBLIC SECONDARY SCHOOLS IN MASINDI DISTRICT, UGANDA(UGANDA CHRISTIAN UNIVERSITY, 2025-08-12) KATUSIIME JACKSONSupervision in schools is a fundamental process aimed at providing professional support to teachers and enhancing instructional quality for effective teaching and learning. This study examined “The Influence of Teacher Supervision on Effective Teaching and Learning in Public Secondary Schools in Uganda: A Case Study of Masindi District.” Specifically, the study sought to: (i) identify teacher supervision practices conducted in public secondary schools in Masindi District; (ii) examine the influence of lesson observation on teachers’ performance; and (iii) assess the influence of instructional supervision on effective teaching and learning. A qualitative case study design was adopted to enable an in-depth exploration of the phenomena within its real-life context. Using a purposive sampling technique, data were collected from 90 participants comprising head teachers, deputy head teachers, and classroom teachers from selected public secondary schools. Semi-structured interview guides and documentary analysis were the primary tools for data collection, allowing for rich, contextualized insights into supervisory practices and experiences. Findings revealed that teacher supervision in Masindi District was largely minimal, with variation in the frequency and quality of its implementation. Where present, supervision fostered teacher enthusiasm, encouraged adherence to professional responsibilities, and was facilitated through tools designed at the school level or provided by the Ministry of Education and Sports. Lesson observations were typically scheduled at least once per term, complemented by irregular classroom visits. Collaborative supervision—such as joint preparation of schemes of work and lesson plans—enhanced teamwork, professional knowledge sharing, and pedagogical improvement. Additionally, head teachers’ leadership practices, including delegation, communication, and problem-solving, were instrumental in fostering shared responsibility for instructional improvement. The study concludes that while existing supervision practices have the potential to improve teaching and learning, their impact is constrained by inconsistency, irregularity, and limited follow-up. It recommends strengthening performance appraisal systems, institutionalizing collaborative planning between head teachers and teachers, and enhancing the developmental focus of supervision. Suggestions for further research were made to explore the influence of supervision across different educational contexts and to examine its relationship with student learning outcomes in greater depth.Item Head Teachers Leadership Styles and Teachers Performance in Selected Secondary Schools in Bunya South County in Mayuge District Eastern Uganda(Uganda Christian University, 2025-03-18) Bashir IsabiryeThe study examined the influence of head teachers‟ leadership styles on teachers‟ performance in selected secondary schools in Bunya South County in Mayuge District. The study sought to: assess the impact of autocratic leadership style on teachers‟ performance; ascertain the effect of democratic leadership style on teachers‟ performance, and to evaluate the influence of servant leadership style on teachers‟ performance in selected secondary schools in Bunya South County in Mayuge District. The study employed cross sectional study design that employed both qualitative and quantitative approaches. The study employed both simple random and purposive sampling techniques to sample a total of 124 respondents from the ten selected secondary schools in Bunya South County in Mayuge District. Data was collected using questionnaires, interviews and focus group discussions. Descriptive statistics were used to analyse data which involved the use of frequencies, means and standard deviations. The major study findings were; autocratic leadership style has an impact on teachers‟ performance as this was indicated by average (mean=4.15, S.Dev=.882); democratic leadership style has a positive effect on teachers‟ performance as indicated by the average (mean =4.22, S.Dev=.830), and that servant leadership has influence on teachers‟ performance as shown by the average (mean =3.98, S.Dev=.807). The study concluded that authority in schools has a bigger impact on teachers‟ performance, therefore it should be given attention, democracy is paramount in schools for teachers to perform better and that servant leadership is crucial in improving teachers‟ performance in secondary schools in Bunya South County in Mayuge District. The study recommended that; head-teachers should adopt new ideas, learn to motivate staff and work towards achieving set school goals, government should regularly engage head teachers and teachers whenever new ideas/programs arise for betterment of teachers‟ performance and that the government together with the relevant educational stakeholders should encourage and train head teachers to become servant leaders so that they can implement all qualities of a servant leader for effective and conducive teaching/learning environment hence enhancing teachers‟ performance.Item HEAD TEACHERS’ HUMAN RELATION COMPETENCE AND PERFORMANCE OF TEACHERS IN SELECTED PUBLIC PRIMARY SCHOOLS IN SOUTHERN DIVISION, JINJA CITY(UGANDA CHRISTIAN UNIVERSITY, 2025-10-03) MUTESI AGNESThis study looked at how head teachers’ people skills affect the work of teachers in public primary schools in Jinja City’s Southern Division, Uganda. A head teacher’s ability to build good relationships strongly influences how well teachers perform. Teacher performance in Uganda is often seen through student results in national exams, lesson preparation and delivery, regular attendance, and completing the syllabus on time. The research aimed to find out which interpersonal skills matter most, how they improve teacher performance, and what challenges head teachers face when trying to motivate their staff. A total of 108 participants were involved, including head teachers, their deputies, directors of studies, and classroom teachers. Data was collected using interviews and group discussions, then carefully analyzed. The results showed that when head teachers are good at managing, motivating, and supporting their teachers, performance improves. Teachers were able to cover the syllabus on time when resources were provided, and encouragement made them more committed, leading to better student results. Good communication also built teamwork, which helped schools achieve curriculum goals. However, the study also found challenges such as lack of funds, weak management systems, poor cooperation with stakeholders, and limited decision-making power for head teachers. These issues made it hard for them to fully support and motivate their staff. The study concluded that strong interpersonal skills among head teachers play a key role in improving teacher performance. It recommended that the Ministry of Education and Sports introduce training programs to strengthen head teachers’ management and relationship building skills. The study also suggested more research to look at other factors that may affect teacher motivation and school success.Item HEAD TEACHER’S SUPERVISORY ROLE AND TEACHER PERFORMANCE IN GOVERNMENT AIDED PRIMARY SCHOOLS IN JINJA DISTRICT, UGANDA(UGANDA CHRISTIAN UNIVERSITY, 2025-08-08) NABAWANGA HELENThe study investigated the relationship between head-teacher’s supervisory role and teacher performance in government-aided primary schools in Jinja District-Uganda. Explicitly, the relationship between head-teacher’s instructional supervision; head-teacher’s administrative supervision, head-teacher professional development supervision and teacher performance in government-aided primary schools in Jinja District was sought by this study. The continuous poor teacher performance in government-aided primary schools prompted this study. This study adopted a cross-sectional survey design, drawing on quantitative as well as qualitative research approaches with a sample size of 259 (including 248 teachers, 10 head teachers, and 1DEO). Purposive sampling, simple random sampling and census inquiry techniques were adopted for the study. Instrument for data collection adopted were the questionnaire and the interview guides. Data were analyzed using SPSS software version 23 with a focus on correlation and regression analyses. Qualitative data were analyzed using the verbatim method where direct quotes relevant to study objectives were captured from data set. The study findings revealed: i) a positive, statistically significant but a strong relationship between head-teacher’s instructional supervision and teacher performance in government-aided primary schools (r= 0.640** p > 0.05); ii) a statistically significant but moderate relationship between head-teacher’s administrative supervision and teacher performance in government-aided primary schools (r= 0.423** p > 0.05); and iii) a statistically significant but weak relationship between head-teacher’s professional development supervision and teacher performance in government-aided primary schools (r= 0.187** p > 0.05) in Jinja District. The researcher concluded that: teachers using good teaching methods, carrying out daily assessment, and evaluation of learners; time tabling, resource allocation and mentorship, are critical steps to improve teacher performance in government-aided primary schools. The study recommends that Head-teachers should regularly organize and facilitate ongoing professional development workshops and seminars to equip teachers with updated pedagogical skills, innovative teaching methods, and subject-specific knowledge.Item Headteacher’s Role in Attainment of Quality Inclusive Education in Selected Secondary Schools in Iganga District, Uganda(Uganda Christian University, 2024-06-07) Lastone BalyainoThe study investigated the influence of head teachers‟ mandate in realization of inclusive quality education in selected secondary schools in Iganga district- Uganda. The study was guided by the following objectives i) to determine the influence of head teacher‟s planning role on the quality of inclusive education, ii) to establish the influence of head teachers‟ support role on the quality of inclusive education and iii) to find out the influence of head teachers‟ motivation role on the quality of inclusive education. The study was inclined on the systems theory propounded by Ludwing and George in 1940 and a cross-sectional descriptive research design was adopted, drawing on quantitative as well as qualitative research approaches with a sample size of 83 (including 73 teachers, 5 deputy head teachers, and 5 head teachers) respondents. The questionnaire reliability α = 0.831 was obtained after subjecting the instrument to 5 independent respondents in a week interval period while content validity index of 88.9 was obtained for 3 professional raters. Simple Random Sampling and Census Inquiry techniques were adopted for the study. Questionnaires and the interview guides were adopted for data collection. Quantitate data was analysed Pearson correlation and regression analyses while qualitative data was analysed using the verbatim method. The findings revealed; a positive, significant influence of the head teacher‟s planning role on the quality of inclusive education (r= 0.534, p > 0.05), a positive moderate influence of head teacher‟s support role on the quality of inclusive education (r= 0.514, p < 0.05) and strong positive influence of head teacher‟s motivation role on the quality of inclusive education (r= 0.621, p < 0.05). Furthermore, the study recommended that in future, similar studies be extended to primary schools and headteachers to be sensitized about quality education.Item Home Environment and Students Discipline in Selected Public Secondary Schools in Oyam District(Uganda Christian University, 2025-05-26) Stella BuaThe aim of this study was to examine how the home environment impacts students' discipline in selected public secondary schools. The specific objectives were to: explore the influence of parental support on students' discipline in these schools; investigate the effects of household chores on students' discipline; assess the relationship between family size and students' discipline; and analyze the impact of domestic violence on students' discipline in the selected public secondary schools. The study employed a cross-sectional survey design following mixed method approach with a sample of 136 respondents comprised of head-teachers, teachers, students, parents, career masters, Directors of Studies (DOS), Senior woman teacher and deputy head-teachers. Data collection instruments included interview guide, questionnaires, and focus group discussions. With a correlation of.686**, the results showed that parental support significantly affects students discipline in the chosen public secondary schools. Regression study revealed that shifts in parental support account for 24.5% of the variation in students’ discipline. Furthermore, the study found that, with a correlation of.342**, household chores significantly affect students discipline in Oyam District. The regression results predicted that 30.4% of the variation in students' discipline is attributed to changes in household chores, suggesting that any alterations in this area could lead to a 30.4% change in student discipline. The study also found a positive significant relationship between family size and students' discipline in the selected schools, with a correlation of .589**. According to the regression analysis, family size explains 31.3% of the variation in students' discipline. Finally, the study demonstrated a positive significant relationship between domestic violence and students' discipline, with a correlation of .421**. The regression analysis predicted that changes in domestic violence account for 32.1% of the variation in students' discipline. Basing on the above, it is concluded that home environment affect students discipline. The study recommends that parents and children experiencing domestic related issues should be given counseling and guidance services so as to help them understand their roles in proper child upbringing; and other further areas that deserve investigations were equally suggested.Item Impact of Motivation on Teachers’ Performance in Selected Secondary Schools in Nabitende Sub County Iganga District(Uganda Christian University, 2025-03-18) Tracy AmulenThis study sought to establish the effect of motivation on teachers‟ performance in selected secondary schools in Nabitende Sub County, Iganga District. The study objectives were: to assess the effect of extrinsic motivation on teachers‟ performance, and to establish the effect of intrinsic motivation on teachers‟ performance in selected secondary schools in Nabitende Sub County, Iganga District. The study adopted a crosssectional survey research design in order to establish the relationship between the two study variables. Both quantitative and qualitative methods were used to collect data from 100 respondents who were randomly selected from 4 selected secondary Schools in Nabitende Sub County. Data was collected using questionnaires, interview and focus group discussion. Descriptive and inferential analyses wereused to analyze data which majorly used of frequencies, percentages and charts. The study revealed that teachers‟ performance is high in schools where motivation is high and vice versa. Extrinsic motivation has both positive and negative effects on teachers‟ performance since it revealed that teachers who receive high extrinsic motivation perform highly than their counterparts as this was supported by majority (52.6%) of the respondents. The study also revealed that intrinsic motivation boosts teachers‟ performance this was supported by the biggest percentage (67%) of respondents. The study concluded that extrinsic motivators such as prompt salaries, wages, allowances, accommodation, medical care are essential factors for better performance of teachers; intrinsic motivators such as respect and recognition are paramount in enhancing teachers‟ performance; workshops, encouraging and supporting teachers to further their studies are essential for teachers‟ career development which improves their performance. The study recommends that; schools should ensure that teachers‟ salaries, wages, allowances and accommodation and medical care are improved and paid promptly; medical care to teachers; schools should always recognize and appreciate teachers for exceptional work they do and the government should support and sponsor teachers to go for further studies.
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