Masters in Education Administration and Planning-MUC

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

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Intensive Practical Teaching and Academic Performance of Biology at ‘O’ Level in Selected Secondary Schools in Kween District
(Uganda Christian University, 2024-11-19) Susan Cherotwo
The purpose of this study was to establish the effect of Biology practicals on students’ performance in Biology in secondary schools in Kween district. It was guided by the following objectives; to establish whether students learning biology using intensive biology practicals perform better than those learning without, to determine the effect of frequency of Biology practicals on students’ performance in Biology in Kween district, and to find out whether boys and girls exposed and those not exposed to Biology practicals differ significantly in their average score. The study adopted a quasi-experimental pretest-post-test design. This is because the performance in Biology of the group of students taught with methods integrating biology practicals (experimental group) were compared to the performance in biology of the group taught without biology practicals (control group). It used both quantitative and qualitative research approaches while focusing on schools. The targeted population was 300 from which 140 respondents were selected. Questionnaires, documentary reviews and interview guides were used to collect data. The data was analyzed using Statistical Package for Social Scientists (SPSS). It is hoped that the findings of this study will help the stake holders to come up with policies on the best methods of teaching biology at the ‘O’ level and gender inclusiveness. The findings indicate that the mean score of the experimental group was slightly above that of the control group. The post-test results show that experimental group performed better than their counterpart control group by having a higher mean gain of 24.0 compared to 2.2 respectively. It further indicated that boys performed slightly better than girls exposed to the same conditions. The study recommended that teachers intensify the teaching and learning of Biology using practicals as opposed to the conventional method.
Headteachers Decision Making Strategies and Teacher Job Performance in Selected Secondary Schools in Bulambuli District
(Uganda Christian University, 2024-11-19) Esther Nabilabi
Education promotes human capital development and behavior change, a core aims of SDG 4, which emphasizes inclusive, quality education for all. This study explored how headteachers' decision-making strategies affect teacher job performance in Bulambuli District secondary schools. Objectives included assessing the influence of analytical, command, and collaborative (participatory) decision-making strategies on teacher performance. Using stratified random sampling and Krejcie and Morgan’s sample size table, 97 respondents (85 teachers, 6 Directors of Studies, and 6 headteachers) from six schools were selected. Data were collected through questionnaires and interviews, and analyzed in SPSS version 20 using descriptive statistics, linear regression, and multiple regression to examine the effects of each decision-making strategy. Results showed that analytical decision-making significantly enhances teacher performance (R² =0.846, β =.920, p<0.05). Similarly, command decision-making showed a strong positive impact (R² = 0.900, β =.948, p<0.05), as did collaborative decision-making (R²=0.812, β =.901, p<0.05). Interview data, organized by key study themes, provided qualitative insights, with narrative findings supporting quantitative data through triangulation to enhance validity. The study recommended that school leaders base decisions on data, fostering ownership and communication among staff. Encouraging collaborative decision-making, alongside evidence-based strategies, is advised to strengthen inclusion and build a supportive teaching environment for continuous improvement.
School Environment and Students’ Enrollment in Government Aided Secondary Schools in Abim District
(Uganda Christian University, 2024-11-13) Anjelo Ogwang
The study was about School Environment and Students’ Enrollment in Government-Aided Secondary Schools in Abim District. It was guided by three objectives: to investigate the influence of the social environment, to examine the influence of physical environment, and to examine the influence of learning environment on students’ enrollment in secondary schools in Abim District. Using a cross-sectional survey design with a mixed-methods approach, the study sampled 165 teachers and 12 head teachers from a total population of 308 respondents. Data collection involved closed-ended questionnaires for teachers while interviews were for head teachers. The instruments were validated with a content validity index of .72, and reliability was confirmed with a Cronbach alpha coefficient of .729. Quantitative data were analyzed using descriptive, inferential and relational statistics, while qualitative data were subjected to thematic analysis. Findings indicate that that all the three control measures were statistically significant, with the Total Learning Environment making the strongest unique contribution to explaining the students’ enrolment: recording a higher beta value (β = .925, p = .000) than the Total Physical Environment Scale (β = -.689, p = .000) and Total Social Environment Scale (β = .356, p = .001). This means that all the three control measures made a unique, and statistically significant, contribution to the prediction of Students’ Enrolment. Qualitative data also indicate school environment as measured by social, physical and learning can affect either positively or negatively students’ enrolment. The study therefore concluded that social environment—particularly parental involvement and socio-economic factors greatly influence students’ enrolment, enhancing physical conditions in schools appears to be a promising avenue for improving enrollment outcomes and enhancing learning environment could be a key strategy for improving enrollment outcomes. The study, therefore, recommended that the government, policy makers, school administrators and all the school stakeholders should mobilise, invest and allocate resources to improve school environment to improve on students' enrolment.
Performance Appraisal System and Teacher Effectiveness in Government-Aided Primary Schools in Kasilo County – Serere District
(Uganda Christian University, 2024-11-13) Regina Acom
The study examined the contribution of Performance Appraisal System (PAS) towards teacher effectiveness in Government-aided Primary Schools in Kasilo County in Serere district. The specific objectives were; to examine the contribution of Management by Objective PAS method towards teacher effectiveness in the primary schools in Kasilo county; to determine the contribution of Behaviorally Anchored Rating scale PAS method towards teacher effectiveness in the primary schools in Kasilo County and to assess the contribution of 360 Degrees Feedback PAS method towards teacher effectiveness in Kasilo county. The study adopted descriptive research design with both quantitative and qualitative approaches and these were used for purposes of triangulation. A sample of 157 classroom teachers and 25 Head teachers were selected using cluster and simple random sampling and purposive sampling respectively. Data collection was by use of majorly closed-ended Likert scale questionnaire and an interview guide. Quantitative data was analyzed using linear regression while qualitative data was analyzed by content analysis. Findings revealed that management by objective PAS method significantly contributed to teacher effectiveness in Kasilo county as portrayed by the regression analysis with the adjusted R Square of 0.223 (22.3%) and the ANNOVAa with a P value of 0.000. The findings further showed that behaviorally anchored rating scale PA method has a significant contribution on teacher effectiveness in Kasilo county as showed by the regression analysis with the adjusted R Square of 0.476 (47.6%) and the ANNOVAa with a P value of 0.000. It was also found that 360 degrees feedback PAS method had significant contribution towards teacher effectiveness in Kasilo County as reflected by regression analysis with the adjusted R Square of 0.397 (39.7%) and ANOVAa with a p-value of 0. 000. It was concluded that performance appraisal system methods considered in this study have significant contribution towards teacher effectiveness. The study recommends that head teachers and other concerned persons should regularly carryout performance appraisal of teachers while applying objective PAS method, behaviorally anchored rating scale PA method, 360 degrees feedback PAS appraisal methods to realize teacher effectiveness in schools.
Financial Management Practices and Access to Instructional Resources in Government-Aided Primary Schools in Northern Division in Mbale City
(Uganda Christian University, 2024-11-12) Dorcas Ikima
The study investigated the effect of financial management practices on access to instructional resources in government-aided primary schools in Northern division in Mbale City. The main objective of the study was to examine the contribution of financial management practices on access to instructional resources in government-aided primary schools in Northern Division in Mbale City. The financial management practices include, access, directing and resource allocation. The study was guided by three specific objectives: To examine contribution resource allocation on access to instructional resources in government-aided primary schools in Northern Division in Mbale City. To assess the contribution of directing on access to instructional resources in government-aided primary schools in Northern Division in Mbale City. To establish the contribution of management control on access to instructional resources in government-aided primary schools in Northern Division in Mbale City. The study adopted a descriptive research design and a sample size of 105. The findings of the study for the first research objective revealed that indicates that resource allocation significantly impacts access to instructional resources in government-aided primary schools in the Northern Division of Mbale City, with an R Square value of .245 demonstrating that it accounts for 24.5% of the variance in resource availability. The statistically significant F Change statistic of 33.082 (p = .001) confirms the robustness of this effect. Despite this notable contribution, it is evident that a substantial portion of the variance, 75.5%, is influenced by factors beyond the scope of this model. The findings of the second research objective reveal that directing has a significant impact on access to instructional resources in government-aided primary schools in the Northern Division of Mbale City, with an R Square value of .332 indicating that directing accounts for 33.2% of the variance in resource availability. The statistically significant F Change statistic of 48.343 (p = .002) further supports the substantial role of directing in enhancing access to instructional materials. However, the remaining 66.8% of the variance is influenced by other factors not included in this model, showing the need for a broader examination of additional elements that may affect resource access. Finally, the findings of the third research objective reveal that management control significantly affects access to instructional resources in government-aided primary schools in the Northern Division of Mbale City, with an R Square value of .378, indicating that management control explains 37.8% of the variance in resource access. The strong correlation coefficient of .607 underscores the robust positive relationship between management control and resource availability. The statistically significant F Change statistic of 59.510 (p = .001) confirms the substantial contribution of management control to explaining variations in access to instructional resources. However, the adjusted R Square of .362 highlights that while management control plays a crucial role, other factors also significantly influence resource accessibility, suggesting the need for a comprehensive approach that considers additional variables to fully enhance resource management in these schools. The multiple regression analysis demonstrates that resource allocation, directing, and management control each significantly and positively influence access to instructional resources in government-aided primary schools in the Northern Division of Mbale City. The results reveal that resource allocation (Beta = .259), directing (Beta = .268), and management control (Beta = .317) all have substantial positive effects, with statistically significant p-values indicating robust associations with improved resource access. The model’s constant is also significant (p = .003), showing the overall validity of the findings. These results show the importance of effective resource allocation, strategic directing, and robust management control in enhancing access to instructional resources, suggesting that improvements in these areas could substantially benefit educational resource availability in these schools. The study recommends that Mbale City should create a detailed and strategic resource allocation plan that considers both current needs and future requirements.
Headteachers’ Planning Strategies and Staff Academic Development in Selected Government Secondary Schools in Manafwa District, Uganda
(Uganda Christian University, 2024-11-12) Robert Wantsala
This study looked at head teacher`s planning strategies and staff academic development in selected government secondary schools in Manafwa District. This was due to change of policy for every teacher in Uganda to hold a bachelor’s degree, yet many teachers where diploma holders (National Teacher Policy 2018). This was guided by the following objectives;To examine the effect off priority setting on staff academic development in selected government secondary schools in Manafwa District. To assess the effect of resource allocation on staff academic development in selected government secondary schools in Manafwa District. To establish the effect of communication strategies on staff academic development in selected government secondary schools in Manafwa District. A descriptive design was employed alongside purposive and simple random sampling in which 72 respondents were used. Both qualitative and quantitative methods of data collection were used; including individual interviews and questionnaires. The findings revealed varied perception as regards resource allocation for professional development. On communication strategies towards staff academic development, the findings revealed mixed perception among staff as regards its effectiveness. Basing on the research findings, the researcher wishes to make the following recommendations aimed at improving head teachers` planning strategies and staff academic development in government secondary schools in Manafwa District. Head teachers should implement regular needs assessment to understand specific priorities and requirements of staff members regarding professional development. District local government to offer training and development opportunities for head teachers and staff members to enhance their communication skills. More resources to be channeled to teachers` academic development through offering them scholarships and improving on E- learning strategy to staff. New education policies to be communicated to teachers early enough, and in their budgets, head teachers should put staff development as a priority.
Quality Management and Education Service Delivery in Primary Schools in Bukedea District Uganda
(Uganda Christian University, 2024-11-12) Emmanuel Enokokin
The study examined how quality management contributes to education services delivery in the primary schools Bukedea district. The following objectives were used; to examine the contributions of planning in education service delivery in primary schools in Bukedea district, to assess how funding contributes to education service delivery in primary schools in Bukedea district and to establish the contributions of monitoring to education service delivery in primary schools in Bukedea district. The descriptive research design involving both qualitative and quantitative was used. A sample size of 132 respondents was drawn from the population of 197. The instruments used were questionnaires, interview guides, observation guides and document checklist. The SPSS were used to analyze quantitative data whereas content analysis was used to analyze qualitative data. The findings revealed that planning has insignificant effect on the quality management of education service delivery in Bukedea district as reflected by the regression analysis with the R Square of 10.6% and with a P Value of 0.229. It was revealed that funding has a significant effect on the quality management of education service delivery as reflected by the regression analysis with the R Square of 50.6% and with a P Value of 0.000. Finally, monitoring was found to significantly affect education service delivery as reflected by the regression analysis of the R square of 48.1% and with a P value of 0.000. The study recommends that school administrators should generate the SIP with clear priorities which target the achievement of school goals, The MOES should increase the UPE capitation grants given to schools for the purpose of improving education service delivery and the Local Governments should strengthen school inspection and monitoring. A similar study should be carried out on secondary schools in other districts.
School Leadership Frames and Students’ Discipline in Government Aided Secondary Schools in Bukedea District, Uganda.
(Uganda Christian University, 2024-11-12) Nasan Otingiro
In Uganda, there have been instances of student indiscipline in secondary schools, despite government efforts to encourage better discipline through training school administrators. This research was to establish how student discipline in government-aided secondary schools in Bukedea area was affected by school leadership frameworks. Four research objectives guided the study: to determine the impact of the political leadership frame; to ascertain the influence of the human resources school leadership frame; to determine the influence of the structural leadership frame; and to explore the role of the symbolic school leadership frame in relation to student discipline in government-aided secondary schools in the Bukedea district. Mixed method research design was adopted in the study. A sample size of 186 respondents was chosen representing the target population of 378. Data was gathered using questionnaires and an interview guide. With SPSS, quantitative data was analyzed and presented using tables, frequencies, linear regressions, and correlations; qualitative data was analyzed using content analysis. The results show that school leadership frames positively influenced student discipline. Structural leadership frame influenced students‘ discipline by 45.5%; Human resources frame influenced students‘ discipline by 41.9%; while symbolic leadership frame influenced students‘ discipline by 42.2% and political leadership frame influenced students‘ discipline by 25.0%. The study conclude that school leaders can effectively manage student discipline by utilizing: structural, symbolic, and human resources leadership frames. It is recommended that schools increase the training offered in the political and symbolic leadership frames. The district and schools update their skills in these four leadership frames.
Head Teacher Supervisory Practices and Teacher Performance in Primary Schools in Kaliro District – Uganda
(Uganda Christian University, 2024-11-11) Haluna Kamugo
The study examined the relationship between headteacher supervisory practices and teacher performance in primary schools in Kaliro District. Specifically, the study sought to establish the relationship between headteachers’ approving of schemes of work/lesson plans and teacher performance, the relationship between headteachers’ lesson observation and teacher performance; and the relationship between headteachers’ appraisal and teacher performance in the primary schools in Kaliro District. The study adopted a cross-sectional survey research design in which both qualitative and quantitative approaches were used to collect data from a total of 285 respondents. The respondents were selected using purposive and simple random sampling and data was gathered using a self-administered questionnaire and face-to- face interviews. Quantitative data collected was analyzed using decriptive and inferential statistics generated using the Statistical Package for Social Scientistis (SPSS - ver 20) while the qualitative data was analyzed using thematic and content analysis. The study found out that approval of teachers’ schemes of work/lesson plans was frequently done and teacher performance was also good with a Pearson correlation coefficient of -.255. The study also found out that observation of teachers’ teaching was moderately done and the Pearson correlation coefficient was .330; while appraisal of teachers was well-done with a Pearson correlation coefficient of -.375. The study concluded that there was a weak negative relationship between headteachers’ approval of schemes/lesson plans and teacher performance; there was a weak positive relationship between headteachers’ observation of teachers’ teaching and teacher performance; and that there was a also a weak negative relationship between headteachers’ appraisal and teacher performance in the primary schools in Kaliro District. The study recommended among other strategies that headteachers should endeavour to critically review the teachers schemes/lesson plans before approval in order to enhance teacher performance; that headteacher should endeavour to engage teachers in post conferencing after lesson observation to improve on teacher performance; and that headteachers should provide corrective feedback after appraisal in order to enhance teacher performance in the primary schools in Kaliro District.
Socio-Economic Factors and Enrollment of Students in Secondary Schools in Kotido District, Uganda
(Uganda Christian University, 2024-11-09) Michael Munghono
The study examined the influence of socio-economic factors on students’ enrollment in secondary schools in Kotido District. Three specific objectives were considered. These were: (i) to establish the effect of house hold factors on students’ enrolment. (ii) to establish the effect of school based factors on students’ enrolment and (iii) to determine the influence of environmental based factors on students’ enrolment in secondary schools in Kotido District.The target population of the study consisted of teachers, PTA representatives, sub county chiefs, head teachers among selected secondary schools and the District Education Officer (DEO) in Kotido District. The study targeted a population of about 213 respondents, which comprised; of 138 teachers from five Secondary Schools found both in the municipality and the town council (Kotido Main), 19 Sub-county chiefs, 05 Head teachers, 50 PTA representatives and 01 DEO.The study adopted a descriptive research design with both qualitative and quantitative approaches. Quantitative data was analyzed using SPSS computer software (Version 25) to generate frequencies, percentages and mean. Qualitative data analysis was done through thematic content analysis. Descriptive statistics were used to generate tables for discussion. The findings showed that house hold factors had a significant weak positive relationship with students and they explained student enrollment up to a magnitude of 6.3%. Then school based factors had a significant effect on students’ enrollment with an adjusted (R-Square) value of 0.093 which suggested that school based factors explained students’ enrollment by a magnitude of 9.3%. Similarly, the study showed a significant weak positive relationship between environmental factors and student enrollment with the adjusted (R- Square) value of 0.040 which implied that environmental based factors explain student enrollment by a magnitude 4.0%. The general observation as based on the ANOVA revealed that Socio-economic factors had a significant effect on students’ enrolment as evidenced by a sig value of 0.000. The study recommended that: Parents, guardians and care givers should devise means of increasing their income. The government should build the economic status of the people of Kotido. More NGOs should come on board to support education programs in the district. Head teachers and Kotido district management should come up with strategic plans on increasing students’ enrolment. Strong measures should be applied by Uganda government to protect Kotido children from engaging in cattle rustling, mining activities and all forms of child labor activities.
Staff Appraisal and Teacher Performance in Public Secondary Schools in Mbale City, Uganda
(Uganda Christian University, 2024-11-06) Godwin Wambya
This study investigated staff appraisal and teachers’ performance in public secondary schools in Mbale City. The study was guided by three specific objectives; to establish the effect of goal setting, feedback and teachers’ perceptions about appraisal on teacher performance in public secondary schools in Mbale City. The study population comprised all the five public secondary schools in the city, targeting 423 teachers and 5 head teachers. Out of 423 teachers, a sample of 204 teachers was selected through a proportionate calculation to obtain a representative sample from each school and then simple random sampling technique. Whereas purposive sampling was used to select 5 head teachers. The study adopted a descriptive cross-sectional survey research design with both qualitative and quantitative approaches. Quantitative data was analyzed using SPSS computer software (Version 20) to generate frequencies, percentages, mean, and standard deviation. Regressions were done to ascertain the effect of goal setting, feedback and teachers’ perceptions about appraisal on teacher performance; Qualitative data analysis was done through thematic content analysis. The findings revealed that goal setting and feedback have a statistically positive and significant effect on teacher performance in public secondary schools in Mbale City, while teachers’ perception about appraisal did not. It is concluded that staff appraisal may account for teacher performance in public secondary schools in Mbale City. It is therefore recommended that education policy makers and implementers pay much attention to staff appraisal in public secondary schools in Mbale City to enhance better teacher performance.
Headteachers Application of Theory X Management Strategies and Retention of Qualified Teachers in Private Secondary Schools
(Uganda Christian University, 2024-11-05) William John Lusayi
The study examined the effect of headteachers application of Theory X management strategies of retention of qualified teachers in private secondary schools in Manafwa District in the Bugisu sub-region in eastern Uganda. Specifically, the study sought to establish the effect of application of strong directive management strategy on retention of qualified teachers; the effect of tight controls management strategy on retention of qualified teachers; and the effect of application of close supervision on retention of qualified teachers in private secondary schools in Manafwa District. The study adopted a cross-sectional survey research design in which both qualitative and quantitative approaches were used to collect data from a total of 189 respondents. The respondents were selected using purposive and simple random sampling and data was gathered using a self-administered questionnaire and face-to-face interviews. Quantitative data collected was analyzed using descriptive and inferential statistics generated using the Statistical Package for Social Scientistis (SPSS - ver 20) while the qualitative data was analyzed using thematic and content analysis. The study found out that for objective one, at .280; p=.000 < .05; for objective two, at .024; p=.043 < .05; and for objective three, at .343; p=.000 < .05. the multiple regression revealed that headteachers application of theory X management strategies accounted for 71.5% of retention of qualified teachers in the private secondary schools in Manafwa District. The study concluded that most headteachers in the private secondary schools in Manafwa District sometimes applied the strong directive management strategy and that there is a weak significant effect of application of strong directive management strategy on retention of qualified teachers in the private secondary schools in Manafwa District. A reasonable proportion of headteachers in the private secondary schools in Manafwa District applied the tight control management strategy and there is a weak significant effect on retention of qualified teachers in the private secondary schools in Manafwa District. Many more headteachers in the private secondary schools in Manafwa District applied the close supervision management strategy and there is a strong significant effect on retention of qualified teachers in the schools. The study recommends among other things that the headteachers should avoid or minimize use of the strong directive management strategy because despite having a significant effect, the strategy can easily cause strikes in schools. The strikes can be destructive in the end and ultimately affect the education of students. Also, the headteachers should only use tight controls only when necessary for instance when dealing with the lazy teachers so as to make them work. Key words: Theory X management strategies, retention of qualified teachers, private secondary schools, Manafwa district.
School Management Strategies and Girl Child Empowerment in Secondary Schools in Manafwa District
(Uganda Christian University, 2024-11-05) Paul Kimono
The study investigated the effect of headteachers application of school management strategies on girl-child empowerment in secondary schools in Manafwa District. Specifically, the study sought to establish the effect of application of authoritative school management strategy on girl-child empowerment; the effect of authoritarian school management strategy on girl-child empowerment; and the effect of application of permissive school management strategy on girl-child empowerment in the secondary schools in Manafwa District. The study adopted a descriptive research design in which both qualitative and quantitative approaches were used to collect data from a total of 136 respondents. The respondents were selected using purposive and simple random sampling and data was gathered using a self-administered questionnaire and face-to-face interviews. Quantitative data collected was analyzed using decriptive and inferential statistics generated using the Statistical Package for Social Scientistis (SPSS - ver 20) while the qualitative data was analyzed using thematic and content analysis. The study found out that for use of authoritative school management strategy, at .229; p=.000 < .05; for authoritarian school management strategy, at .225; p=.000 < .05; and for permissive school management strategy, at .167; p=.000 < .05. the multiple regression revealed that headteachers application of the school management strategies accounted for 30.3% of the girl-child empowerment in the secondary schools in Manafwa District. The study concluded that headteachers application of authoritative school management strategy has a significant effect on girl-child empowerment in the secondary schools; headteachers use of authoritarian school management strategy has a significant effect on girl-child empowerment in the secondary schools; headteachers use of permissive school management strategy also had a significant effect on girl-child empowerment in the secondary schools in Manafwa District. On the whole, headteachers application of the three school management strategies has a significant effect on girl-child empowerment in the secondary schools in Manafwa District. The study recommended among other things that; headteachers should minimize the use of permissive school management strategy because it accounts for only a marginal proportion of girl-child empowerment in the secondary schools; and also, headteachers should engage in more than one school management strategy since a combination of more than one accounts for higher chances of empowering the girl-children in the secondary schools. Key words: School management strategies; girl-child empowerment, secondary schools, Manafwa district.
Headteacher Leadership Styles and Teacher Motivation in Selected Primary Schools in Kumi District, Uganda
(Uganda Christian University, 2024-10-23) Jane Florence Imurang
This study explored the influence of head teacher leadership styles on teacher motivation in selected primary schools in Kumi District, Uganda. Utilizing a cross-sectional survey design, the research aimed to determine the influence of transformational, instructional, and transactional leadership styles on teacher motivation. The study included a population of 210, from which a sample of 136 respondents, including teachers, deputy head teachers, and head teachers, was selected using simple random sampling and census sampling techniques. Quantitative data were analyzed with SPSS, while qualitative data were examined through content analysis. The findings revealed that head teachers effectively inspire and support their teachers by communicating well, maintaining good working relationships, setting clear objectives, and continuously monitoring teaching activities. They focus on long-term goals and clarify individual roles while rewarding teachers' efforts. The study found out that for objective one, the regression at R2 .018; p=.157 > .000; while for objective two, the regression at R2 .053; P= 0.013 0.05; and for objective three, the regression R2 .001; p=.745>.05. The study concluded that there is an insignificant influence of transformational and transactional leadership on teacher motivation while instructional leadership had a significant influence on teacher motivation. The study recommended that the head teachers should articulate a clear and inspiring vision for the school, aligning it with the goals and values of the teachers. This helps to create a sense of purpose and direction, motivating teachers to work towards common objectives. Furthermore, all stake holders to focus on improving the quality of instruction by providing clear guidelines and expectations for teaching practices and emphasizing high instructional standards that can motivate teachers to strive for excellence in their teaching. Keywords: Head teacher Leadership Styles, Teacher Motivation, primary Schools, Kumi District
Staff Welfare and Teacher Job Satisfaction in Government Aided Secondary Schools in Busia District
(2024-10-23) Ojiambo Godfrey Achoka
Abstract The study investigated the effect of staff welfare on teacher Job satisfaction in government aided secondary schools in Busia District. Specifically, the study examined the effect of staff recreation, career development and fringe benefits on teacher job satisfaction. A cross-sectional survey design combining quantitative and qualitative approaches was employed. A sample of 159 was randomly selected from a target population 202 consisting of teachers and head teachers from six out of thirteen government aided secondary schools in Busia district. Descriptive statistics was analyzed in terms of percentages, mean and standard deviation while regression analysis using ANOVA was used to analyze inferential statistics. The findings indicated that; for objective one, R2 = .262; sig = .001 < .05; for objective two, R2 = .302; sig = .000 < .05; and for objective three, R2 = .275; sig = .000 < .05; while the multivariate regression, R2 = .332; sig = .000 < .05. The study concluded that; staff recreation has the least effect on teacher job satisfaction, career development has the highest effect on teacher job satisfaction while fringe benefits had the second highest effect on teacher job satisfaction. Overall, the study concluded that staff welfare account 33.2% effect on teacher job satisfaction while other factors outside the study account for 66.8%. The study recommended among others that; Headteachers should budget and mobilize more resources to support the staff recreational activities like health clubs, counselling, medical screening, and entertainment among others. For further researcher, the study recommended the need to determine the moderating role of performance management on the relationship between staff welfare and teacher Job satisfaction. Key words: Staff welfare, teacher Job satisfaction, secondary schools, Busia
Contribution of Performance Appraisal Systems to Teachers’ Continuous Professional Development in Secondary Schools in Kumi District
(Uganda Christian University, 2024) Mary Aanyu
The purpose of this study was to find out the contributions of performance appraisal systems to teachers’ continuous professional development in secondary schools in Kumi district. This was guided by the following objectives: to examine how management by objectives contributes to teachers’ continuous professional development in secondary schools; to find out how teacher-based evaluation system contributes to teachers’ continuous professional development in secondary schools and to assess how 360degrees appraisal system contributes to teachers’ continuous professional development in secondary schools. Across sectional survey design with a quantitative and qualitative approach was adopted. Purposive and simple random sampling techniques were used to select ninety-one respondents comprising head teachers, deputy head teachers, directors of studies and teachers. Questionnaires and interview guides were used as data collection tools. Data was analyzed using descriptive statistics and inferential statistics. The research findings indicated that most secondary schools do not provide any programme for teachers’ continuous professional development despite carrying out performance appraisal and identifying teachers’ weak areas. Research findings further showed that most schools are challenged financially and are unable to organize training workshops for teachers’ professional development. Finally, it was found that no school sponsors their teachers to go for further studies, teachers take personal initiative. It was recommended that the Ministry of Education and Sports together will all concerned ministries and government bodies should allocate money to schools purposely for teachers’ professional development.
School Environment and Students Academic Achievement in Selected Public Secondary Schools in Mbale Uganda
(Uganda Christian University, 2024-11-09) Tesilah J.K Bukosela
The purpose of the study was to examine the influence of school environment and students’ academic achievement in selected public secondary schools in Mbale, Uganda. It was guided by three objectives which were; to examine the contribution of library on students’ academic achievement, to assess the contribution of sanitation on students’ academic achievement and to examine the contribution of classroom facility on students’ academic achievement in selected public secondary schools in Mbale, Uganda. The study adopted a descriptive research design and the explanatory sequential mixed methods, with a sample of 247 selected from a study population of 660 using Krejcie and Morgan simple table of 1970. The data obtained was analyzed using SPSS software into percentages, mean and inferential statistics. The study showed that the presence of a library in a school has a positive correlation with students’ achievement although the relationship is small, while sanitation had a positive and high correlation on students’ achievement. The study concluded that the magnitude of contributions to students’ achievements are; sanitation, library and classrooms respectively. The study recommended that that schools should have well equipped libraries and good classroom facilities so as to enhance students’ academic achievement.
Political Leaders’ Involvement and School Performance in Selected Secondary Schools of Bukedea District
(Uganda Christian University, 2024-11-19) Simon Morutum
The study examined political leaders’ involvement and school performance in selected secondary school in Bukedea District. The study adopted a quantitative approach. The study objectives were as follows, to establish the influence of political leaders on infrastructure provision in selected secondary schools of Bukedea District, to examine the influence of political leaders on Students’ dropout in selected secondary schools in Bukedea District and to determine the influence of political leaders on authentic assessment in selected secondary schools in Bukedea District. The study population was 650 respondents out of which a sample 248 was selected. The key informants in the study included members of the LC1 committee, members of LC3 committee, members of LC5 committee, MPs, members of BOG committee and members of PTA committee. The sampling technique used include simple random for Head teachers and members of LC1 committee and purposive technique for members of LC3, Members of LC5, MPs, Members of BOG Committee and Members of PTA Committee. After data collection analysis and presentation. it was established that monitoring of school activities and programs on the nature of political leaders’ involvement makes a school an entrepreneurial place where the school is willing to take risks, the leadership is considered to ensure representation mentoring, facilitating and nurturing of school staff members in their way of doing duties to ensure results orientated out comes focused by the staff. The study further concluded that the style of political leaders’ involvement and school performance is characterized by monitoring of school activities marketing the school, contribution funds in schools and advocating for government support while school performance is characterized by infrastructure development, authentic assessment and Students’ dropout. It was further noted that political leader’s involvement and school performance had positive and moderate relationship. On establishing the relationship between political leaders’ involvement and infrastructure provision in Bukedea district the Pearson correlation index is represented as r = 0.568**, its positive with sig value = 0.000<0.05 indicating a moderate relation implying a positive and significant relation between political leaders influence on infrastructure provision. It was noted that there is a significant and moderate relationship between political leaders involvement of monitoring school activities programs and school performance, it was seen that schools with strong political leaders involvement of monitoring schools activities and programs are different in market place which increases their school performance, it therefore concluded that political leaders involvement through marketing of school, contribution of funds in schools and advocating for government support tremendous role towards school performance and hence secondary schools in Bukedea District need to embrace it for better results. Secondary schools. The Pearson correlation index obtained on political leaders influence on Students’ dropout is represented as r = 0.830**. It’s positive with sig value 0.000<0.05 indicating a high relationship implying there is positive and high relationship. The Pearson product moment correlation index obtained on political leaders involvement on authentic assessment is represented as r = 0.953, its positive with sig value = 0.000<0.05 indicating a very high relationship implying there is a positive and very high relationship.
Effect of Socio-Economic Status of Parents on Pupil Retention in Primary Schools in Mbale District, Uganda
(Uganda Christian University, 2024-11-18) Paul Musoke
The study intended to find out the effect of socio-economic status on pupil retention in primary schools in Mbale District. This study focused on effect of Socio-Economic Status of Parents on Pupil Retention in Primary Schools in Mbale District, Uganda. The researcher focused on effect of family income, parent education and family on pupil retention. This study intended to use the descriptive research design. The population for this study included the head teachers and teachers in primary schools in Mbale district. The researcher used the cluster sampling techniques to cater for gender balance among the teachers in the selected schools. The head teachers were selected using purposive sampling technique. The sample size for this study was calculated using Slovene’s formula. The researcher used both questionnaires and interview guides as methods of data collection. This study used self-administered questionnaires and interview guides to collect data. Validity was got through a validity test using the Content Validity Index. Reliability of instruments for data collection was tested in a pilot study which was carried out in a school which was not part of the study. A reliability test was run using Cronbach’s alpha. The quantitative data was analyzed using descriptive statistics which included measures of central tendency like mean, median, and mode, while measures of variability include included standard deviation. The quantitative data was analyzed and presented in frequency tables and percentages. Qualitative data underwent thematic analysis. The results of the first objective indicated that family income predicts the outcome of pupil retention as reflected by sig 0.398. This indicates the statistical significance of the model that was run of which, p< 0.010, which is less than 0.05, and indicates that the overall regression model statistically predicts the outcome of variable to be 0.398 which is insignificant. This implied that when family income is employed, there are likely pupil retention in primary school. As pupils in the school come from families with low income as many families have single source of income. The results of the second objective indicated that parent education significantly predicts the pupil retention in primary schools as reflected by sig 0.166. This indicates the statistical significance of the model that was run of which here, p< 0.000, which is less than 0.05, and indicates that the overall regression model statistically predicts the outcome variable reflected by sig 0.166 which shows that it was insignificant. This implied that parents with qualifications enable them to earn a reliable source of income to keep their children in school. The results of the third objective indicated that family set up predicts the outcome of pupil retention in primary schools as reflected by sig 0.852. This indicates the statistical significance of the model that was run of which here, p< 0.010, which is less than 0.05, and indicates that the overall regression model statistically predicts the outcome variable reflected by sig 0.852 which shows that it was insignificant. The researcher recommends that implementing early intervention programs that target at-risk students from low backgrounds. These programs can include additional academic support, mentoring, and social emotional learning interventions to help students stay in school.
Parental Involvement and Pupils’ Academic Performance in Primary Schools in Kapchorwa District
(Uganda Christian University, 2024-11-18) David Siwa
This research investigated parental involvement and pupils’ academic performance in primary schools in Kapchorwa district. The objectives of the study were; To examine the influence of parental involvement in provision of scholastic materials on academic performance of pupils in the primary schools in Kapchorwa District, to examine the influence of parental involvement in feeding children at school on academic performance of pupils in the primary schools in Kapchorwa District, to examine the influence of parental involvement in discipline of their children on the academic performance of pupils in the primary schools in Kapchorwa District. The study used a descriptive research design with both qualitative and quantitative approaches. A sample size of 55 respondents from a population of 65 was employed. The findings of the study on the parental involvement on feeding were, R2=.021 which means that 2.1% of parental involvement on feeding predicts pupils’ performance and the remaining 97.9% are predicted by other factors. On the parental involvement provision scholastic materials to their children, it was found that R2=.229 which means that 22.9% of pupils’ academic performance is predicted by the parental involvement provision scholastic materials to their children and the remaining 77.1% is accounted for by other factors. On parental involvement in discipline of their children, it was found out that R2=.065, which means that 6.5% of pupils’ performance is predicted by parental involvement in discipline of their children and that remaining 93.5% is predicted by other factor

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