Master of Education in Administration & Management

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11951/1802

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    Exploring Schools’ Capacity to Implement Vocational Subjects in the Revised Lower Secondary Curriculum in Kyengera Town Council in Central Uganda
    (Uganda Christian University, 2025-10-07) Joseph Jjemba
    The research focused on exploring schools’ capacity to implement vocational subjects in the revised lower secondary school curriculum in selected secondary schools in Kyengera Town Council. The study was guided by the following objectives; finding out how financial resources influence implementation of vocational subjects in the revised lower secondary school curriculum, examining professional development aspects affecting implementation of vocational subjects in the revised lower secondary school curriculum, and assessing the extent to which administrators support the implementation of vocational subjects in the revised lower secondary school curriculum in Kyengera Town Council. The study employed a cross-sectional survey design, with both quantitative and qualitative approaches. Data was collected by use of questionnaire, and interview from 86 respondents. Findings of the research revealed that there was a strong positive correlation (r = .630, n=70, p< .01) between financial resources and implementation of vocational subjects in the revised lower secondary school curriculum in Kyengera Town Council. This implies that any attempt where schools have adequate financial resources, school’s physical facilities ultimately enable students’ vocational learning achievements, school involves parents in vocational education e.g. paying fees and buying requirements, and school plans for financing the desired vocational subjects’ activities. It also revealed that there is a strong positive relationship between professional development aspects and implementation of vocational subjects in the revised lower secondary school curriculum in Kyengera Town Council (0.814). In practical terms, this means that teacher professional development for vocational subjects in the NLSC requires a lot of training, teachers’ productivity arises from TPD aspects and can be boosted if given ample time. It finally revealed that there is a very strong positive correlation (r = 0.817, p < 0.01) between administrators support and the implementation of vocational subjects in the revised lower secondary school curriculum in Kyengera Town Council. The results suggest that the implementation of vocational subjects in the revised lower secondary school curriculum is highly associated with the secondary schools having administrators support. The study concluded that schools’ capacity has a positive influence to the implement vocational subjects in the revised lower secondary school curriculum in selected secondary schools in Kyengera Town Council. The study recommends that recruited teachers for the vocational subjects to regularly attend continuous staff development and provide them with some instructional materials; and areas of further research were suggested.
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    Influence of Leadership Styles Practices in Higher Education Administration: A Case Study of Mountains of the Moon University
    (Uganda Christian University, 2025-10-27) Harriet Eseza Kisembo
    Back ground; Globally Universities need to implement management procedures with the application of flexible leadership styles to improve the high education performance. The study focused on how leadership styles affect the management of higher education, particularly at Mountains of the Moon University (MMU). Purpose of the study: To examine how three different leadership philosophies; autocratic, democratic, and laissez-faire affect different facets of university management. Methodology: Adopted a mixed cross-sectional explanatory sequential approach, addressing a population of 274 respondents, including Faculty heads and Deans, lecturers, and non-teaching personnel. Data collection methods include surveys and interviews, with analysis conducted using both quantitative and qualitative approaches. Study findings: Findings indicated mixed perceptions on leadership styles adopted, majority of the respondents (58.1%) agreed democratic leadership positively influenced student behavior. (51.2%) in agreed on employees to remain at the university and (53.5%) disagreed on contributes positive attitude towards the institution. Most (53.5%) agreed autocratic leadership style guiding employees towards organizational goals, (55.8%) agreed it creates hostility, non-cooperation, and resentment toward administrators and 14.0% were unclear on connection between productivity monitoring. Majority (49.8%) disagreed laissez-faire leadership leads to their work loyalty or dedication and 40.5% disagreed on the style retains academic staff at MMU. Interview findings shown democratic leadership contributes to healthier organizational climate, interpersonal relationships and teamwork. Laissez-faire leadership aids monitoring staff compliance to new assignments and give way to innovative problem-solving and creativity. Autocratic leadership ensures uniformity, minimizes delays, and avoids confusion, which is crucial in achieving institutional goals. Conclusion: applying democratic leadership fosters inclusive innovation, adopting autocratic leadership achieves schedule compliance and discipline whereas Laissez-faire is useful in empowering highly skilled and motivated staff if balanced with clear expectations, and follow-ups. Recommendation; University administrators apply both democratic, autocratic and laissez- faire based on situational demand and results needed to be produced.