Master of Education (Planning and Administration)

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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 Ntale
The 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.
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 Irumba
Science 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.
Assessment of the Effects of the Abek Model on School Going Age Children in Karamoja
(Uganda Christian University, 2024-03-21) Joseph Isaac Opia Onzia
The 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 suggested
Community Involvement and Management of Public Secondary Schools in Kumi District, Uganda
(Uganda Christian University, 2023-09-11) Simon Ekabot
The 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.
Determinants of Household Demand for Private Secondary School Education in Sheema Municipality
(Uganda Christian University, 2023-09-19) Asiimire Arinaitwe
The 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.
Effects of Covid-19 Pandemic Regulations on Secondary School Students in Kyotera Town Council
(Uganda Christian University, 2023-09-25) Victor Ndagire
The 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.
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 Sabit
This 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.
Headteacher’s Role in Attainment of Quality Inclusive Education in Selected Secondary Schools in Iganga District, Uganda
(Uganda Christian University, 2024-06-07) Lastone Balyaino
The 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.
Impact of Teacher Promotion on Teacher Performance in Selected Government Aided Secondary Schools in Iganga District
(Uganda Christian University, 2024-05-21) Simon Badaza
Teachers’ promotion provides them with the opportunities for growth, increased responsibility and improved social status as well as high job commitment. However, the teachers’ work place performance has not shown the desired results, and the situation has persistent despite the school leaders emphasizing teachers’ promotion. The study aimed at exploring the impact of teacher promotion on teacher performance in selected government aided secondary schools in Iganga District. The study objectives included; to establish the existing promotion criteria for teachers among selected secondary schools, to ascertain the determinants influencing teacher promotion among selected government aided secondary schools, to determine the ways in which teachers’ promotion has influenced their performance among selected government secondary schools. The study employed a cross-sectional research design, where both qualitative and quantitative approaches were used. The sample comprised of head teachers, deputy head teachers, District Education Officer, District Inspectors of Schools, and 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. The study findings revealed that teachers tend to be promoted basing on their education level, performance appraisal results, work-based performance, seniority and years of experience at work. Study findings revealed that there is a positive effect of teacher promotion and teacher performance (r=.686) with coefficient of determination R2=0.471 which shows that 47.1 % variation in teacher performance is explained by gaps in teacher promotion. It was noted that promotion enhance teachers’ job commitment, increasing teachers’ work morale, adherence to routine tasks, increased co-operation and harmony among teachers and improvement in students’ academic performance score. The study also revealed that availability of vacancy, school financial base, government policy on recruitment, and assessment and evaluation of one’s skills; these are the critical factors affecting teacher promotion among selected government secondary schools. Basing on the research findings, it is therefore concluded that most teacher promotion has a great impact on their performance in government secondary school teachers in Iganga District (r=.686). The study therefore recommended that Education Service Commission should endeavour to be fair in the selection of qualified candidates based on merit and not politically influenced by union members or politicians; and areas of further research were suggested.
Incentive Management and Teachers’ Job Commitment in Secondary Schools in Ngora District
(Uganda Christian University, 2023-09-11) David Asiata
the purpose of this study was to establish how incentive management influences the teachers job commitment in the selected secondary schools in Ngora District. the researcher used across section survey design with both qualitative and quantitative research methods. a total of 118 respondents were used in this study and these included 05 head teachers, 05 chairpersons BOG, 05 chairpersons PTA, o5 deputy headteachers and 98 teachers. purposive sampling together with simple random sampling were used to select this respondents. self administered questionnaires and interview schedules were used as data collection instruments. research findings indicate that there is a positive relationship between incentives and the performance of secondary school teachers in the government aided schools because incentives lead to better task performance, encourage teachers to achieve set goals and make teachers feel proud of their school. study findings also showed that there are great effects of financial and non financial incentives on the performance of teachers because they lead to high productivity, increased job stability, reduced teacher absenteeism and encourages personal growth. it was also revealed that there is a great relationship between teachers job satisfaction and students performance in government aided secondary schools in Ngora District. based on the above findings, it was recommended that schools should properly manage teachers incentives if their job commitment is to be enhanced.
Influence of Parents’ Involvement in School Activities on Students’ Academic Performance: A Case of Selected Secondary Schools in Jinja City
(Uganda Christian University, 2024-06-25) Prosper Atukwatse
The study was carried out in selected secondary schools in Jinja City. The purpose of this study was to establish the influence of parents’ involvement in school activities and students’ academic performance in selected secondary schools. The study objectives included: to establish the influence of parents’ involvement in participatory decision making on students’ academic performance in selected secondary schools, to ascertain the influence of parents attending school functions/PTA meetings on students’ academic performance in selected secondary schools, to establish the influence of parents providing home based support for learning on students’ academic performance in selected secondary schools, and to analyze the influence of care guidance on students’ academic performance in selected secondary schools. The research employed a cross-sectional research design. The study population comprised of head teachers, deputy head-teachers, District Inspectors of School, members of PTA, and directors of studies; totaling to 97 participants. These were purposively and simple randomly selected. Data collection instruments included questionnaires and interview guide. Data was analyzed quantitatively and qualitatively. The study findings revealed that parents’ involvement in participatory decision-making helps them to effectively plan for adequate instructional materials. Parents’ involvement in participatory decision-making helps them to building more classrooms for an increased enrolment of students in selected secondary schools in Jinja City. The study also revealed that parents attending school functions/PTA meetings would lead to budgeting for the required instructional materials, practically fundraise for acquiring instructional materials and having plan for the expansion and renovation of classrooms in selected secondary schools in Jinja City. The study further revealed that parents providing home based support for learning, having home library enhance students’ self-revision, there is high students’ academic outcome from families with home library, and students from homes with conducive environment boost their commitment to academic concentration in selected secondary schools in Jinja City. The study revealed that with career guidance, it boosts students’ self-esteem, helps students to make a right informed career choice, and helps individuals with accurate and up-to-date information about different career options, educational requirement in selected secondary schools in Jinja City. Basing on the above, it is concluded that parents’ involvement in school activities affect students’ performance. The study recommended that there is an urgent need for school managers to encourage massive parents’ involvement on their children’s academic work; and areas of further research were suggested.
Leadership Approaches and Staff Turnover in Catholic Founded Primary Schools of Nsambya Parish Kampala, Uganda
(Uganda Christian University, 2024-01-30) Joanita Nakityo
To study aimed at exploring leadership approach and staff turnover in selected Catholic founded primary schools in Nsambya Parish. The study objectives included: to establish the relationship between inspirational motivation and staff turnover in Catholic Church founded primary schools; to assess the relationship between intellectual stimulation and staff turnover in Catholic Church founded primary schools; to examine the relationship between idealized influence and staff turnover in Catholic Church founded primary schools; and to examine the relationship between individualized consideration and staff turnover in Catholic Church founded primary schools. This study was conducted using explanatory non-experimental cross-sectional survey design. The study population included, Head teachers (9), Deputy Head teachers (9), Parish Education Department officials (2), teachers (90), and non-teaching staff (26). Data was collected with the help of questionnaires and interview guide. Data was analyzed qualitatively and quantitatively. The study findings revealed that the head teacher usually interact with entire school staff to build confidence and inspire them at work, and school staff always get inspired by school heads to be creative, thus loving their job. These are the major effects of inspirational motivation on staff turnover in Catholic Church founded primary schools. It also revealed that school staff are always encouraged by the school leaders to be creative as well as having team spirit at our place of work; school leaders always encourages innovation to ease the work; and head teachers always encourage staff to be critical thinkers in primary schools; these are the major effects of intellectual stimulation on staff turnover in Catholic Church founded primary schools. The study further revealed that school staff always interact with head teacher by working together and providing aspirations and acquiring new skills, and idealized influence demonstrates head teachers’ integrity, a life of moral commitment and selfishness to entre staff; these are major effects of idealized influence on staff turnover in Catholic Church founded primary schools. Lastly, it revealed that head teacher always mentor teaching and non-teaching staff one-on-one thus influencing their turnover intention; and school leaders always delegate difficult tasks to staff to equip us with managerial skills and maintain high level of coordination; these are major effects of individualized consideration on staff turnover in Catholic Church founded primary schools. Basing on the above, it is concluded that leadership approach has a significant effect on the staff turnover in selected Catholic founded primary schools in Nsambya Parish. The study recommended that head-teachers need to be a bit more lenient in their leadership approach in that while they emphasize supervision of their teachers, it should be leniently directed such that teachers do not look at it as if they are being forced or literally taken with low capacity to do the work; and areas of further research were suggested.
Parental Involvement and Students Academic Performance in Government Secondary Schools in Buyende District.
(Uganda Christian University, 2024-04-29) Joanita Ndibawaki
The study is intended to determine the correlation between students performance and parental involvement.
Participatory Management and Instructors’ Performance in Medical Training Institutions in Mukono District
(Uganda Christian University, 2023-09-18) K. Peter Bbosa
The study aimed at exploring the effects of participatory management on instructor performance in Medical Training Institutions in Mukono District. The study objectives included; to examine the impact of participatory management on instructor attitude towards their managers in Medical training Institutions in Mukono District, to establish the extent to which Institutional top Management involve their tutors in institutional management in Medical Training Institutions, and to establish how participatory management affects teacher performance in Medical Training Institutions. The study employed a cross-sectional research design alongside qualitative and quantitative approaches. The study population included Chairpersons Board of Directors, Principals, Other Institutional administrators and Instructors totaling to 58 respondents. Data was collected through questionnaires and interviews. For objective one; the study findings revealed that the majority of the respondents strongly agreed with the statement that they liked it when they were given an office of responsibility by their leaders, the majority of the respondents also strongly agreed that they felt so proud when they were called to decision making meetings by their leaders. For objective two; the majority of the respondents strongly agreed that their roles were clarified by the Principal in the job description, furthermore, the majority of the respondents agreed that they were contented with the rate of participatory management in their institutions. For objective three; the majority of the respondents agreed that they were discouraged from giving extra time to their students because the principal imposed some decisions on them, and the that majority of the respondents agreed that they continued to do their work even when their salaries were delayed because they trusted in the institution leaders that they could not fail to pay. It is concluded that participatory management has a significant influence on the instructor performance in Medical Training Institutions in Mukono District. The study recommends that principles should consults instructors before making final decisions on issues regarding their wellbeing and the institution’s prosperity.
Predominant Headteacher Leadership Styles and Quality Of Teaching in Government Aided Secondary Schools in Nabilatuk District
(2024-02-08) Bosco Okello
The study aimed at establishing the influence of the dominant head-teacher leadership styles and quality of teaching in the government aided secondary schools in Nabilatuk District. The study objectives included; to investigate the extent to which autocratic leadership style influence on quality of teaching in selected government-aided secondary schools, to investigate the extent to which democratic leadership style influence on quality of teaching in selected government-aided secondary schools, and to establish the influence of laissez faire leadership style on quality of teaching in selected government aided secondary schools. A cross-sectional research design was employed, with both qualitative and quantitative approaches. The research sample comprised of purposively selected respondents, namely: four (4) head teachers, four (4) Deputy Head teachers, and two (2) District Inspectors of School. Seventy six (76) teachers were also randomly selected for the study. Data were collected using questionnaires and interviews and stored by SPSS software. Analysis of the quantitative data was done with Pearson correlation technique while the qualitative data from interviews were thematically scrutinised to evaluate the content. Study findings revealed that there is a moderately high significant positive effect of autocratic leadership style on quality of teaching [(r=.686, p=.000); coefficient of determination (R2=0.471)]; denoting a 47.1 % positive variation in quality of teaching due to the application of autocratic leadership style. Democratic leadership style was also found to be a moderately significant positive influencer of quality of teaching [(r=.589, p=.000); (R2=0.346)]; implying that any changes in democratic leadership style can shift quality of teaching by about 34.6%. It was further found out that there is a low positive significant influence of laissez faire leadership on quality of teaching [r=0.342, p=0.000; regression coeff 0.117]; meaning that any changes in laissez-Faire leadership style would influence teaching quality by 11.7% chance deviation in quality of teaching. Recommendation; while autocratic leadership (due to its immense focus of organisational mission and goals) it is thus recommended that it shouldn’t be applied singularly as it also bears several weaknesses - reducing the employee to a machine status with scanty psychological warmth. By this very fact, other styles (democratic and laissez faire) that treat man as a living human being must be used wisely and according to the obtaining situations.
Quality Teaching of Literacy and Numeracy in Selected Primary Schools in Kongwa District, Tanzania
(Uganda Christian University, 2024-09-13) Zilpa Graceford Masenje
The study intended to investigate Quality teaching of literacy and numeracy in Selected Primary Schools in Kongwa District. It examined all the factors that contribute to pupils' inadequate literacy and numeracy skills. Explicitly, the study focused on; identifying the techniques used by Teachers in teaching literacy and numeracy, examining strategies for Teachers in teaching literacy and numeracy and identifying the challenges that Teachers face in teaching literacy and numeracy. Participants (N= 31) in the study included: 1 District Education Officer, 3 Head Teachers which were selected through census inquiry as well as 27 Teachers were selected through simple random sampling. Instruments for Data collection adopted were the questionnaire, observation, and the interview guides. Qualitative data were analyzed using the verbatim method where direct quotes relevant to the study objectives were captured from data set while Quantitative Data were entered into SPSS version 23 and then ran tallies which generated percentages, frequencies, mean and standard deviation. The results were analyzed thematically and presented Verbatively. The study findings suggested that there were literacy and numeracy issues in these particular Primary Schools since most of the Teachers lacked the skills needed to impart these abilities where by 61.3% of the Teachers never used the brainstorming technique, 64.5% of the Teachers never used cooperative learning to teach literacy and numeracy, (77.4%) of the Teachers never used remedial teaching, 64.5% of the Teachers never used a talking class. Furthermore (71%) of the Teachers expressed interest in being retrained to teach literacy and numeracy, 93.3% of the Teachers agreed that there was no developed pedagogy to enable the proper teaching of literacy and numeracy, and 80.1% of the Teachers said mixing Learners with special needs was affecting the teaching. Also the study recommends retraining of Teachers, separating Learners with special needs from the normal Learners, building more infrastructures to solve the high population of Learners, and increasing Parental involvement in the education of their Children.
School Improvement Plan and Students’ Academic Achievement in Secondary Schools in Amuria District: A Case Study of Amuria Secondary School
(Uganda Christian University, 2024-06-10) George Francis Isele
The title of my study was School Improvement Plan and Students’ Academic Achievement in Secondary Schools in Amuria District: A Case Study of Amuria Secondary School. The purpose of this study was to establish how School Improvement Plan impacts on students’ academic achievement in Amuria secondary school and the objectives were to assess the influence of the school improvement plan on students’ academic achievement in Amuria secondary school, to examine the influence of the school improvement plan on a conducive learning environment in Amuria secondary school and to establish the influence of school improvement plan on students’ regular school attendance in Amuria secondary school. A total of 32 respondents were used in this study and these were purposively sampled. These included the head teacher, PTA executive members, BOG, DOS and teachers. Interview guide and document analysis were used as data collection instruments. The researcher used a case study as a study design. Basing on the findings of the study, it was revealed that SIP improves the quality of teaching and learning. Findings of the study also revealed that SIP has made the school administration to identify their strength and weaknesses which has helped them to improve in areas where they are not doing well to ensure that teaching learning exercises take place perfectly well. Research findings also indicated that SIP has helped the school to improve on students’ academic achievement by involving all other school stakeholders in formulating and implementing school improvement plan and coming up with different ideas on achieving higher performance. It was also revealed that the introduction of SIP has led to proper management and utilization of school resources and that there is now effective communication between school administrators and parents about their children. Basing on research findings, it was concluded that students’ academic achievement in Amuria secondary school has improved as compared to before the introduction of SIP. School improvement plan has contributed to the overall school performance and the current state of students’ academic achievement in this school is good. It was therefore recommended that the government together with school administrators should find all ways possible to ensure that SIP is enhanced since it is influential as far as students’ academic achievement is concerned.
Teacher Collaboration and Teacher Effectiveness in Government-Aided Secondary Schools in Iganga District, Uganda
(Uganda Christian University, 2024-06-10) Moses Semwanga
Over the years, the Government of Uganda has invested in various interventions to enhance teacher effectiveness in public secondary schools. Despite this, teacher effectiveness in many government- aided secondary schools across the country, especially in Iganga District, remains unsatisfactory. The study examined teacher collaboration's influence on teacher effectiveness in Government- aided secondary schools in Iganga District, Uganda. The objectives included establishing the influence of frequency of collaboration on teacher effectiveness, determining the influence of format of collaboration on teacher effectiveness, and assessing the influence of focus of collaboration on teacher effectiveness. Quantitative data was collected from school teachers using questionnaires, while qualitative data was collected from school administrators and vital educational stakeholders in the district using interview guides and analyzed inferentially and thematically, respectively. It was found that frequency of collaboration was significantly associated with teacher effectiveness (r = 0.406; ρ ˂ 0.05); format of collaboration was significantly associated with teacher effectiveness (r = 0.335; ρ ˂ 0.05); and focus of collaboration was significantly associated with teacher effectiveness (r = 0.19; ρ ˂ 0.05). The study concluded that teacher collaboration is influential in teacher effectiveness in government-aided secondary schools in Iganga District. To improve teacher effectiveness in government-aided secondary schools in Iganga District, the study recommends that the Ministry of Education and School Administrators in the district put in place supportive mechanisms that encourage an increase in teacher collaboration.
Teaching Staff Recruitment Practices and its Implications on Female Tutors’ Staffing in Public Teachers Training Institutions in Uganda: A case Study of Busoga Sub-Region
(Uganda Christian University., 2023-09-20) Erisa Mainja
The study aimed at exploring the teaching staff recruitment practices and its implications on the female tutors‟ staffing in public Teachers Training Institutions (TTIs) in Busoga Sub-Region. The study objectives included: to a s s e s s the criteria used by Education Service Commission to recruit staff in public TTIs, to establish the effects of decentralization of recruitment on female tutors‟ staffing in public TTIs, and to determine the effects of restructuring tutors‟ education on female tutors‟ staffing in public TTIs. The research employed a cross-sectional survey research design. Both quantitative and qualitative approaches were used. The study population comprised of four (4) principals, 12 ESC officials and 76 tutors. These were purposively and simple randomly selected. Data collection instruments included questionnaires and interview guide. Data was analyzed quantitatively and qualitatively. The study revealed that ESC is in-charge of tutors‟ recruitment and employment practices that has an influence on the number of tutors recruited in terms of gender; the scarcity of female staff with the necessary qualifications in natural sciences has an influence on the number of tutors recruited in terms of gender in public TTIs; ESC is in-charge of tutors‟ confirmation, which has an influence on the number of tutors recruited in terms of gender; and the level of advertisement, and advertisement modes by ESC has an influence on the number of tutors recruited in terms of gender in public TTIs; these are the major criteria used by Education Service Commission to recruit staff in public Teachers Training Institutions. The study also revealed that in TTIs, recruitment of former students/graduates that performed well at colleges/University and ignoring gender considerations; the recruitment, selection and appointment of tutors are responsibilities of local BOGs, carried out by the TTIs management; and there is tendency of forwarding the candidate name by Principal and approved by the ESC in public TTIs; these are the major effects of decentralization of recruitment on female tutors‟ staffing in public Teachers‟ Training Institutions. The study further revealed that in TTIs, departmental restructuring has an influence on the number of tutors retained in terms of gender; the prevention of overstaffing has an influence on the number of tutors retained in terms of gender in TTIs; and restructuring to have better organisation performance and more discipline has an influence on the number of tutors retained in terms of gender; these are the major effects of restructuring tutors‟ education on female tutors‟ staffing in public Teachers Training Institutions. Basing on the above, it is concluded that teaching staff recruitment practices has an influence on the female tutors‟ staffing in public Teachers‟ Training Institutions in Busoga Sub-Region. The study recommended that there is need for the streamlined government policy on tutors‟ recruitment, selection and deployment. Gender equality during tutor recruitment and deployment should be given a priority; and areas of further research were suggested.
The Effects of Inadequate Library Resources on Learners in Primary Schools: A Case Study of Selected Schools in Mukono Municipality
(Uganda Christian University, 2024-09-09) Florence Nabasumba
The study looked at the effects of Inadequate Library Resources on Learners in Primary Schools. The study was guided by specific objectives to evaluate the availability and quality of library resources in primary schools in Mukono Municipality, to explore the challenges faced by schools in Mukono Municipality in providing sufficient library resources, to identify strategies and interventions that can improve library resources and services in primary schools in Mukono Municipality. Using a descriptive design and a mixed research approach. The study also looked how availability of library materials and recourses contributed to academic performance of pupils and it was reported views of; information reliability, research-based issues, helps in improvement of writing and reading skills. The study also looked at major challenges such as; lack of enough reading materials, limited space and inadequacy of information limitations to learners accessing library services very well. The last objective focused what primary schools should do to mitigate such challenges and it was revealed from respondents that; establishment and expansion of library facilities, more book distribution were needed to institute for sound/functional school libraries. The study concluded that there was need to improve and expand library services in schools and also recommended more Government funding.

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