Masters in Education Administration and Planning-MUC

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

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LEADERSHIP STYLES AND PERFORMANCE OF UGANDA NATIONAL TEACHERS’ UNION IN KIBUKU DISTRICT
(Uganda Christian University, 2025-09-06) KYAMBAYA PATRICK
This study investigated the effect of leadership styles on the performance of the Uganda National Teachers‘ Union (UNATU). Specifically, it examined the relationship between transformational, supportive, and participative leadership styles and UNATU‘s performance. The study targeted 100 respondents, with a sample of 80 selected using Krejcie and Morgan‘s table. Data were collected through questionnaires and interview guides and analyzed using SPSS version 20, with Pearson correlation employed to establish relationships between variables. Findings revealed a moderate, positive, and significant relationship between transformational leadership and UNATU performance (r = 0.505**, p = .000). Supportive leadership also showed a positive and significant, though slightly weaker, relationship (r = 0.390**, p = .001). Additionally, participative leadership demonstrated a moderate, positive, and significant relationship with performance (r = 0.532**, p = .000). These results indicate that all three leadership styles positively influence UNATU‘s effectiveness, with participative and transformational leadership emerging as stronger predictors of performance than supportive leadership. The study concludes that leadership style is a key determinant of union performance. It recommends that UNATU management strengthen transformational leadership by focusing on member development and recognizing individual strengths, enhance supportive leadership by valuing member contributions and aligning with their goals, and promote participative leadership by involving members in decision-making and encouraging open expression. Strengthening these approaches will improve member engagement and overall union performance.
MANAGEMENT OF CO-CURRICULAR ACTIVITIES AND STUDENTS' SOCIAL SKILLS DEVELOPMENT IN THE GOVERNMENT-AIDED SECONDARY SCHOOL SCHOOLS IN NGORA DISTRICT - UGANDA
(Uganda Christian University, 2025-09-09) OPOLOT DAVID MICHAEL
The co-curricular activities in schools are aimed at developing desired social skills among the students. However, government-aided secondary schools in Ngora District are below the desired standard, and there is insufficient data to explain how the management of co-curricular activities is utilized to promote the development of desired social skills among the students. This study, therefore, aimed at examining the influence of management of co-curricular activities on students‘ social skills in government-aided secondary schools in Ngora District. Specifically, the study aimed at examining the influence of management of games on students‘ social skills, assessing the influence of management of debates on students‘ social skills, and establishing the influence of management of athletics on students‘ social skills. The study adopted a descriptive research design involving both qualitative and quantitative methods. The population of the study included head teachers, deputy head teachers, teachers, and students. A sample of 349 respondents participated in the study, and data were collected using questionnaires, Focus Group Discussions, and interviews. The Statistical Package for Social Sciences (SPSS) Version 21 was used to analyze quantitative data, whereas content analysis was used to analyze qualitative data. Findings revealed that management of games significantly influences students‘ social skills in government-aided secondary schools in Ngora District, as reflected by the regression analysis with the R Square value of 0.242 (24.2%) and the ANOVAa with a P value of 0.000; management of debate significantly influences students‘ social skills in government-aided secondary schools in Ngora District, as shown by the regression analysis with the R Square of value 0.310 (31.0%) and the ANOVAa with a P value of 0.000; . It was also found out that management of athletics significantly influences students‘ social skills in government secondary schools in Ngora District, as portrayed by the regression analysis with the R Square value of 0.501 (50.1%) and the ANOVAa with a P value of 0.000. The study concludes that management of games, debate, and athletics is critical in enhancing students‘ social skills in schools. It is recommended that the school administration devise strategies for expanding the resources to provide all the students with opportunities to engage in the co-curricular activities. Key Words: co-curricular activities, Students' social skills, Government-Aided Secondary Schools, Ngora District
FUNCTIONS OF THE FOUNDATION BODIES AND PERFORMANCE OF GOVERNMENT-AIDED SECONDARY SCHOOLS IN TORORO DISTRICT, UGANDA
(Uganda Christian University, 2025-09-09) BUYI YOBU RONALD
The purpose of this study was to assess how the implementation of foundation body functions contributes to school performance in government-aided secondary schools in Tororo District, Uganda. Particular focus on the roles of culture, knowledge, and supervision. It was guided by three specific objectives: to analyse the effect of board members’ knowledge of their responsibilities, to examine the effect of the foundation body’s supervision practices and to assess the effect of the foundation body’s culture on the performance of Government-aided schools in Tororo District.The study adopted a cross-sectional research design with a mixed-methods approach, combining quantitative surveys and qualitative interviews with school administrators, board members, and foundation body representatives. The results of a multiple regression analysis model explains 57.5% of the variance in school performance, with an R-value of 0.758 and an Adjusted R² of 0.566, indicating that the foundation bodies’ functions significantly impact performance outcomes. The analysis reveals that supervision and culture are the most influential predictors of school performance, while knowledge does not show a statistically significant effect. Furthermore, the multiple regression model (R² = 0.575, F = 69.329, p = 0.000) demonstrates that while knowledge has a positive coefficient of 0.211, the effect is not statistically significant (p = 0.163). In contrast, supervision and culture exhibit strong and statistically significant positive effects on school performance, with coefficients of 0.843 and 0.602, respectively (both p = 0.000). The analysis highlights that effective supervision practices and a robust organizational culture lead to substantial improvements in school performance. Furthermore, supervision and culture show strong positive correlations with school performance (r = 0.726 and r = 0.617, respectively), reinforcing their pivotal roles as predictors. The findings highlight the importance of strengthening supervisory practices and fostering a positive, supportive culture within foundation bodies. While board members' knowledge of their roles contributes to school governance, it is the foundation bodies' supervision and cultural practices that have the most significant impact on school performance. The study concludes that foundation bodies play a critical role in improving the quality of education in Uganda. It recommends that the Ministry of Education and Foundation bodies should collaboratively institute regular, structured training and orientation programs for all board members. Further research could explore the impact of these functions in other districts and regions
HEAD TEACHER-PUBLIC RELATION STRATEGIES AND TEACHER PERFORMANCE IN SECONDARY SCHOOLS IN MOROTO DISTRICT
(Uganda Christian University, 2025-09-10) LAZARUS HYUHA
The study examined Head Teachers’ Public Relations Strategies and Teacher Performance in Secondary Schools in Moroto District. It was guided by three objectives: to investigate the effect of relationship management, to examine the effect of communication strategies, and to assess the effect of delegation strategies on teacher performance in secondary schools in Moroto District. Using a descriptive survey design with a mixed-methods approach, the study sampled 109 respondents, including 105 teachers and 4 head teachers. Data collection involved closed-ended questionnaires for teachers while interviews were conducted with head teachers and education managers. The instruments were validated with a content validity index of .92, and reliability was confirmed with a Cronbach alpha coefficient .776. Quantitative data were analysed using descriptive and inferential statistics, including Pearson correlation and regression analysis, while qualitative data were subjected to thematic analysis. Findings indicate that among the three predictors, only two were statistically significant, with Relationship Management making the strongest unique contribution to explaining Teacher Performance, recording a higher beta value (β = .290, p < .05) than Communication Strategies (β = .262, p < .05). Delegation Strategies did not make a statistically significant contribution (β = .042, p = .723). This means that only Relationship Management and Communication Strategies made unique, statistically significant contributions to predicting Teacher Performance. Qualitative data also indicate that effective headteacher public relations, particularly clear communication and collaborative leadership, enhance teacher motivation and instructional effectiveness. The study therefore concluded that relationship management—especially fostering teamwork and professional collaboration—improves teacher morale, communication strategies enhance instructional efficiency, and delegation of duties improves accountability. The study, therefore, recommended that the Ministry of Education, school administrators, and policymakers invest in leadership training programs to enhance head teachers’ public relations skills, ultimately improving teacher performance in secondary schools.
REWARD AND TEACHERS’ COMMITMENT TO WORK IN GOVERNMENT SECONDARY SCHOOLS IN MOROTO AND NAPAK DISTRICTS OF KARAMOJA SUB-REGION IN NORTH EASTERN UGANDA
(Uganda Christian University, 2025-09-10) TINO JOSEPHINE
This study examined the influence of reward on teachers’ commitment to work in government secondary schools in North Eastern Uganda, focusing on Moroto and Napak districts. The specific objectives were to assess the influence of financial rewards, nonfinancial rewards, and the moderating role of career advancement on teachers’ commitment. Employing a cross-sectional and correlational design, the study adopted both quantitative and qualitative approaches. Data were collected from 51 teachers, 5 head teachers, and 5 deputy head teachers using structured questionnaires and interviews. Quantitative data were analyzed using descriptive statistics (means and standard deviations) and inferential techniques including multiple regression analysis via SPSS. Findings revealed that financial rewards had a weak and statistically insignificant relationship with teachers’ commitment (R = .114, R² = .013), indicating that only 1.3% of the variance in commitment was explained by financial incentives. In contrast, non-financial rewards exhibited a weak but statistically significant positive relationship (R = .283, R² = .080), accounting for 8.0% of the variance. Career advancement showed a moderate positive influence (R = .373, R² = .139), explaining 13.9% of the variation in teacher commitment. The multiple regression model combining all predictors yielded an R² value of 0.168, indicating that 16.8% of the total variance in teachers’ commitment to work was jointly explained by financial rewards, non-financial rewards, and career advancement. The study, therefore, concludes that while financial incentives alone do not significantly impact teacher commitment, non-financial rewards and career advancement opportunities play a more meaningful role. It recommends strengthening reward systems and supporting professional growth to enhance teacher motivation and retention.
TEACHER PROFESSIONALISM AND STUDENT ACHIEVEMENTS IN GOVERNMENT AIDED SECONDARY SCHOOLS IN NAPAK DISTRICT, UGANDA
(Uganda Christian University, 2025-09-10) LOKUTAE JONATHAN
This study assessed the influence of teacher professionalism on student achievement in Government-Aided Secondary Schools in Napak District. The objectives were to investigate the effects of teachers' conduct, commitment, and attitudes on student achievement. A sample of 80 respondents, including 3 headteachers, 19 heads of departments, 24 class teachers, and 54 teachers, was selected using stratified random sampling. Data were collected through questionnaires and analyzed using descriptive statistics, linear, and multiple regression analyses. The study found that teachers' conduct significantly affected student achievement, with an R-square value of 0.340, β = .583, and p-value = 0.000, teachers commitment with an R-square value of .640, , β = .532, and p value = 0.031, and It also revealed that teachers' attitudes toward work significantly predicted student achievement, with an R-square value of 0.657, β = .452, and p-value = 0.075. The study concluded that teachers' conduct, commitment, and work attitudes had a significant positive effect on student achievement. Recommendations include: head teachers should promote teachers' professional conduct through workshops on interpersonal skills, classroom management, and ethical conduct. They should also foster accountability by setting clear expectations and observing classroom interactions. Additionally, head teachers are advised to encourage a culture of commitment by organizing training sessions on the importance of teacher dedication and its impact on student outcomes. Providing adequate support, resources, and regular feedback will ensure teachers‘ commitment. Lastly, fostering a positive work environment, with recognition and professional development opportunities, is essential for improving teachers' attitudes and, consequently, student achievement.
DATA TYPES AND MANAGEMENT OF SECONDARY SCHOOLS IN MBALE DISTRICT, UGANDA
(2025-09-10) WAMBI PIUS
ABSTRACT This study sought to ascertain the effect of data types and management of secondary schools in Mbale district. The study objectives were (i) Effect of student performance data on planning in secondary schools in Mbale district. (ii) Effect of teachers performance data on staffing in secondary schools in Mobile district. (iii) Effect of Facilities data in controlling secondary schools in Mbale district. The study employed a descriptive research design. Target population was 247 respondents and a sample of 176 respondents was selected into the sampling frame using both purposive and simple random sampling techniques. The study used questionnaire and interview guide to collect primary data. The study used descriptive analysis, Pearson correlations and regression analysis to analyze the data. The descriptive statistics revealed that secondary schools in Mbale district generally utilize data in the management of secondary schools; with 88.6% of the respondents agreeing that in their school data is utilized to account for students' performance. 83.4% of the respondents agreed that the school data is utilized to appraise teachers' performance. The Pearson correlation coefficient showed significant positive relationships between student academic performance data and planning (r=0.787, p=0.01<0.05), teachers’ performance data and staffing (r=0.727, p=0.021<0.05) and facilities data and controlling (r=0.678, p=0.003<0.05). The regression analysis indicated that data types significantly predict management with an adjusted R squared of 0.395 (beta=0.629, p=0.001<0.05). The study concludes that data-driven decision making is essential for effective school management and that secondary schools in Mbale district can benefit by utilizing data to inform management functions. The study recommends the District Education Authorities to establish centralized and comprehensive data management systems that track student performance across grades and subjects. Additionally, the distinct local government should carry out annual infrastructure needs assessments in schools focusing on identifying priority areas for renovation and construction.
PERFORMANCE MANAGEMENT AND TEACHERS’ EFFECTIVENESS IN GOVERNMENT AIDED PRIMARY SCHOOLS IN KAPCHORWA DISTRICT
(Uganda Christian University, 2025-09-11) CHELIMO DOREEN ROSE
This study investigated the perceived relationship between performance management and teacher effectiveness in primary schools in Kapchorwa District, Uganda. The research focused on three elements of performance management—goal setting, feedback, and regular checks—and how they relate to teacher effectiveness. Specifically, the study aimed to analyze the role of goal setting, examine the effect of feedback, and assess the influence of regular checks on teacher performance. A descriptive research design was employed, integrating both quantitative and qualitative approaches. Data were collected from 33 respondents drawn from a population of 35 education stakeholders, including district education officers, center coordinating tutors, headteachers, and teachers. Questionnaires were used for data collection, and statistical analysis was conducted using SPSS. The results indicated that goal setting had no statistically significant effect on teacher effectiveness (p = .852 > 0.05), with a very weak correlation (R = 0.08). Feedback equally showed no significant relationship with teacher effectiveness (p = .507), suggesting that existing feedback mechanisms may not be influencing classroom practices meaningfully. In addition, regular checks were found to account for only 3.3% of the variance in teacher effectiveness (R² = 0.033), pointing to a limited predictive contribution of this performance management element. Overall, the findings imply that the performance management practices currently applied in Kapchorwa primary schools have a weak influence on teacher effectiveness. The study concludes that although performance management is conceptually central to improving teacher performance, its practical effect in the district is minimal, likely due to contextual or implementation-related challenges. It is recommended that education administrators strengthen the design and delivery of performance appraisal practices by offering more targeted professional development and repositioning appraisal as a tool for growth and instructional support rather than for mere accountability or control.
EDUCATION FINANCING AND QUALITY OF EDUCATION IN UPE SCHOOLS IN MBALE DISTRICT IN EASTERN UGANDA
(Uganda Christian University, 2025-09-20) ANNAH KITUYI
This study on the effect of Education Financing and Quality of Education in UPE schools was carried out in government-aided primary schools in Mbale District. The specific objectives of the study were to: establish the effect of government financing of education on the quality of education; assess the effect of parent financing of education on the quality of education; and find out the effect of guardian financing of education on the quality of education in UPE schools in Mbale District. The study adopted the descriptive survey research design in which both qualitative and quantitative approaches were used to gather data from a sample of 212 respondents consisting of staff of the District Education Office, Headteachers Deputy Headteachers and teachers. The data was collected using validated and pre-tested questionnaires and interview guides. The collected data was analyzed using descriptive and inferential statistics generated through use of the Statistical Package for Social Scientists (SPSS) for quantitative data while the qualitative data was analyzed using content analysis. The findings revealed that at R Square .562; p=.000 < .05 meaning that government financing of education accounted for 56.2% of improvement in quality of education in UPE schools; at R Square .137; p=.000 < .05 meaning that parent financing of education accounted for only 13.7% of the quality of education in the UPE schools; at R Square .062; p=.000 < .05 meaning that guardian financing of education accounted for only 6.2% of quality of education in UPE schools. Overall, results of the multiple regression revealed that at R Square .705; p=.000 < .05 meaning that financing of education through government, parents and guardians altogether accounted for 70.5% of the quality of education in UPE schools in Mbale District. The study concluded that government financing of education has a strong significant effect on the quality of education in the UPE schools; parent financing of education has a strong significant effect on the quality of education in UPE schools; guardian financing of education also has a strong significant effect on the quality of education in UPE schools in Mbale District. On the whole, education financing by government, parents and guardians altogether has a strong significant effect on quality of education provision in the UPE schools in Mbale District. The study recommended among other things that government should consider increasing its proportion of financing of education in the UPE schools as this will greatly improve on the quality of education in the schools; and that parents too, should get involved in financing education of their children since it also has a significant effect on the quality of education in the UPE schools. For further research, the study recommended that a similar study needs to be done in government-aided secondary schools so as to compare findings and be able to generalize the findings. Keywords: Education Financing, Government, Parent, Guardian, UPE schools, Mbale District.
FINANCIAL MANAGEMENT STRATEGIES AND SCHOOL PERFORMANCE IN GOVERNMENT SECONDARY SCHOOLS IN LUUKA DISTRICT, UGANDA
(Uganda Christian University, 2025-09-23) MAGONGO RONALD
This study investigated the relationship between financial management strategies and school performance in government secondary schools in Luuka District, Uganda. It sought the relationship between budgeting; resource mobilization, expenditure control and school performance in government secondary schools in Luuka District was. A cross-sectional survey research design was adopted with the aid of both quantitative and qualitative approaches. A sample size of 95 (80 teachers, 5 head teachers, and 10 Board of Governors) respondents in Luuka District was used, but 91 responses were obtained. The study found out that there is a weak statistically significant relationship between budgeting and school performance in government secondary schools (r= 0.285** p > 0.05), there is a weak statistically significant relationship between resource mobilization and school performance in government secondary schools (r= 0.289**p < 0.05), and that the statistically significant relationship between expenditure control and school performance in government secondary schools is weak (r= 0.251** p < 0.05) in Luuka District. The study concluded that: budgeting; resource mobilization and expenditure control are fundamental factors in enhancing school performance in government secondary school. The study recommends sufficient budgeting allocations to secondary schools for the essential operational and infrastructural needs; there should be strong partnerships between schools, local communities and parents for effective mobilization for additional resources; Schools should develop and adhere to clear budgeting procedures that outline how funds will be allocated and spent.
DISCIPLINE MANAGEMENT STRATEGIES AND STUDENT RETENTION IN GOVERNMENT-AIDED SECONDARY SCHOOLS
(Uganda Christian University, 2025-09-22) Hesketh Clinton Ngobi
This study investigated the relationship between discipline management strategies and student retention in government-aided secondary schools in Luuka District. The research specifically focused on examining how counselling services, teacher-student relationships, and parental involvement influence student retention. The problem addressed was the persistent challenge of student dropout despite the presence of universal secondary education. A cross-sectional survey design was adopted, employing both quantitative and qualitative approaches. The study targeted a population of 1,392 participants, including students, teachers, head teachers, and district education officials, from which 183 valid responses were obtained. Data were collected using questionnaires, focus group discussions, and interview guides. Reliability of the instruments was confirmed with a Cronbach’s Alpha coefficient of 0.888, and a Content Validity Index of 83.3%. Quantitative data were analysed using SPSS version 20, with descriptive statistics, Pearson correlation, and multiple regression, while qualitative data were analysed thematically using verbatim quotations. The findings revealed a statistically significant moderate positive correlation between counselling services and student retention (r = .603, p < .001), teacher-student relationships and student retention (r = .552, p < .001), as well as parental involvement and student retention (r = .552, p < .001). These results indicated that improvements in these discipline management strategies were associated with higher levels of student retention in government-aided secondary schools. The study concluded that counselling, supportive teacher-student relationships, and active parental involvement are vital components in enhancing student retention. It recommended that schools strengthen counselling services through professional staffing, invest in teacher training to build positive relationships with learners, and establish regular communication channels with parents to promote shared responsibility in education.
HEAD TEACHERS’ PERFORMANCE MANAGEMENT PRACTICES AND TEACHER EFFECTIVENESS IN GOVERNMENT-AIDED PRIMARY SCHOOLS IN NGORA DISTRICT
(Uganda Christian University, 2025-09-26) ONGODIA CHARLES PETER
The study was set to examine the Head teachers’ performance management practices and teacher effectiveness in government primary schools in Ngora district. The study was guided by three specific objectives, namely: to assess the relationship between support supervision and teachers’ effectiveness, to examine the relationship between performance appraisals and teachers’ effectiveness, and to analyze the relationship between career development and teachers’ effectiveness in government-aided primary schools of Ngora district. The study used a correctional design. The study population consisted (277) teachers, from which a sample size of 147 was determined. The simple random sampling was used to select the participants. The data collection instrument was a questionnaire. Data was analyzed using descriptive statistics and Pearson Correlation analysis. The study results showed that support supervision has strong significant relationship with teacher effectiveness (r = 0.690, p = 0.000), performance appraisals have a moderate significant relationship with teacher effectiveness (r = 0.531, p = 0.000), career development initiatives have a moderate significant relationship with teacher effectiveness (r = 0.512, p = 0.000) in government-aided primary schools in Ngora district. The study concludes that effective support supervision, systematic and equitable administration of performance appraisals, and career development initiatives such as professional growth opportunities, training programs, and career advancement initiatives significantly affect teachers' effectiveness in various dimensions, including content knowledge, personal conduct, pedagogical practices, and classroom management. The study recommends that the Ministry should develop and promote a comprehensive professional development framework that aligns support supervision with teachers’ individual professional needs, and head teachers should work with teachers to set development goals based on the feedback received and monitor progress throughout the year.
SCHOOL INSPECTION AND QUALITY OF TEACHING IN PRIMARY SCHOOLS IN PALLISA DISTRICT, UGANDA
(Uganda Christian University, 2025-09-05) KAANYI JOSEPHINE
The study examined the contribution of school inspection to the quality of teaching in primary schools in Pallisa District, Uganda. The objectives were to investigate how professional support to teachers, frequency of inspection, and the use of inspection reports influence the quality of teaching. A descriptive research design employing survey methodology was used, with a sample size of 92 respondents. Quantitative data were analyzed using regression models to determine the predictive power of each inspection component on teaching quality. The findings revealed that the frequency of inspection significantly predicted 35.8% of the quality of teaching (R² = .358, p = .000), indicating that regular school visits moderately influence teaching practices. Professional support emerged as a stronger predictor, accounting for 51.2% of the variance in teaching quality (R² = .510, p = .000), suggesting that mentorship, training, and feedback provided by inspectors significantly improve instructional delivery. The quality of inspection reports was found to predict 52.1% of the improvement in teaching quality (R² = .521, p = .000), reflecting the importance of constructive and actionable feedback in guiding teacher performance. The study concludes that while school inspection plays a notable role in enhancing the quality of teaching, other unidentified factors also contribute significantly. Therefore, inspection efforts should be complemented by broader institutional and pedagogical support. The study recommends that similar research be conducted in other districts across Uganda to establish broader generalizability, and that further investigations be undertaken in secondary schools to assess whether the same inspection components influence teaching quality at higher education levels.
GUIDANCE SERVICES AND STUDENT DISCIPLINE IN GOVERNMENT-AIDED SECONDARY SCHOOLS IN MBALE CITY’S NORTHERN DIVISION
(Uganda Christian University, 2025-09-01) WAMONO VINCENT
This study sought to ascertain the effects of guidance services on student discipline in government-aided secondary schools located in Mbale City’s Northern Division. The study's objectives were to determine the effects of educational guidance on student behaviour in Northern City Division Mbale City's government-aided secondary schools, the effects of personal guidance on student behaviour in the same division, and the effects of vocational guidance on student behavior in the same division. The study population consisted of 136 respondents selected from the four secondary schools in Mbale City. Stratified random sampling procedures were employed in the study to get a sample size of 101 respondents. The primary instrument used to gather information was a questionnaire. However, interview guides were also used to collect qualitative data. The collected data was analysed using descriptive statistics in SPSS version 20. The findings revealed that educational, personal, and vocational guidance significantly contribute to shaping student behavior, with an R Square value of 0.482, indicating that 48.2% of the variation in students’ discipline was explained by guidance and counseling practices. Interviews with teachers further affirmed that learners who actively participated in guidance sessions demonstrated improved responsibility, respect for school rules, and positive peer interactions. The study concluded that guidance and counseling play a central role in promoting discipline, though challenges such as limited trained counselors and inadequate resources were reported. It is recommended that schools strengthen guidance units, provide continuous training for counselors, and integrate guidance services into the overall school management system. The findings are relevant to policymakers, school administrators, and education stakeholders seeking strategies to enhance student discipline and academic outcomes.
HEADTEACHERS’ ROLES AND TEACHER PERFORMANCE IN GOVERNMENT AIDED PRIMARY SCHOOLS IN BUKEDEA DISTRICT
(Uganda Christian University, 2025-08-28) SAKA OCEEN MARTIN
This study investigated the contribution of headteachers’ supervision, monitoring, and mentoring roles to teacher performance in Universal Primary Education (UPE) schools in Bukedea District, Uganda. The investigation was guided by three objectives: to examine how headteachers’ supervision role contributes to teacher performance, to assess the effect of their monitoring role, and to evaluate the impact of their mentoring role. The study adopted a cross-sectional survey design and employed both quantitative and qualitative research approaches. A sample of 82 teachers and 10 headteachers from 10 purposively selected UPE schools participated in the study, supplemented by key informant interviews with the District Education Officer, two school inspectors, and two Coordinating Centre Tutors. Data were collected using structured questionnaires and interview guides. Quantitative data were analyzed using multiple regression analysis to examine the predictive power of the three independent variables on teacher performance. The regression model summary revealed that the adjusted R2 was 0.122, indicating that 12.2% of the variation in teacher performance was jointly explained by the headteachers’ supervision, monitoring, and mentoring roles. This suggests that although other external factors contribute to teacher performance, the specified headteacher roles play a modest but meaningful part in influencing it. The standardized beta coefficients showed that the monitoring role (β = 0.167, p = 0.047) had the highest and statistically significant influence on teacher performance, followed by supervision (β = 0.142, p = 0.063) and mentoring (β = 0.135, p = 0.058), which were not statistically significant at the 0.05 level. The findings suggest that teacher performance improves when headteachers actively monitor classroom instruction and school activities, even more so than through direct supervision or informal mentoring. It was concluded that strengthening headteachers’ capacity in instructional monitoring could enhance teacher effectiveness in UPE schools. The study recommends that the Ministry of Education and Sports, in collaboration with local education authorities, prioritize continuous professional development programs that empower headteachers to implement effective monitoring strategies, complemented by supervision and mentoring practices to ensure holistic teacher support and improved learning outcomes.
SCHOOL INSPECTION AND TEACHER PERFORMANCE IN PRIVATE SECONDARY SCHOOLS IN IGANGA DISTRICT
(Uganda Christian University, 2025-08-26) MWESIGWA CORNELIUS
The study assessed the effect of school inspection on the performance of private secondary schools in Iganga district. Specifically the study attracted three objectives, that were; to examine the influence of implementation of school inspection on the performance of teachers in private secondary schools in Iganga district, secondly to investigate the influence of support inputs by school inspectors on teacher performance in private secondary schools in Iganga district, and third objective, to establish the influence of feedback in school inspection on the performance of teachers in private secondary schools in Iganga district. The sample size of 169 respondents was selected from a population of 250, comprising 4 District Education Officers, 5 Head Teachers, 8 Deputies, 12 Directors of Studies, and 28 teachers, using purposive and stratified sampling techniques. Data was analyzed both qualitatively and quantitatively. Findings showed that inspection had an effect on teacher performance. The study made conclusion that internal support supervision from the head teacher and fellow teachers positively impact on teacher performance, just as the external support supervision from the district positively also impact on teacher performance. It was recommended that inspectors advise teachers to utilize the available resources and facilities within the school and that teachers adopt strategies for improvement, working collectively with fellow teachers. It was also recommended that inspectors ought to have knowledge base by capacity building and have relevant feedback and realistic after inspection reports, the quality of inspection should be kept high to positively impact teacher performance and inspector should have positive relationship, mutual respect and productive dialogue.
HEAD TEACHER’S SUPPORT SUPERVISION AND TEACHER EFFECTIVENESS IN GOVERNMENT AIDED PRIMARY SCHOOLS IN MBALE DISTRICT, UGANDA
(2025-08-21) MARY GORRET NELIMA
This study investigated the effect of head teachers’ support supervision on teacher effectiveness in Government-Aided Primary Schools in Mbale District. The research addressed the concern that, despite supervisory efforts by head teachers, teacher performance in many schools remained unsatisfactory. The study specifically examined the influence of classroom observation, feedback practices, and follow-up activities on improving teacher effectiveness. A descriptive cross-sectional survey design was employed, integrating both quantitative and qualitative approaches. Data were collected from both teachers and head teachers using questionnaires and interviews, and analyzed using descriptive and inferential statistics. Simple linear regressions revealed that classroom observation alone explained 61.1 % of the variance in teacher effectiveness (R² = .611, F=20.75, p < .001), feedback practices accounted for 49.4 % (R² = .494, F = 34.86, p < .001), and follow‑up activities contributed 58.4 % (R² = .584, that 65.9 % of the variability in teacher effectiveness was jointly explained by the three supervisory components. The findings showed that teacher performance significantly improved when supervision was systematic and continuous. It was concluded that well executed classroom observations, timely feedback, and regular follow-up by head teachers positively influence teacher effectiveness. The study recommends that education managers institutionalize structured supervision mechanisms to enhance the professional growth and performance of teachers.
EFFECTIVENESS OF HUMAN RESOURCE MANAGEMENT PRACTICES ON TEACHER MOTIVATION IN BUTALEJA DISTRICT GOVERNMENT-AIDED SECONDARY SCHOOLS
(Uganda Christian University, 2025-08-19) Namee Oliver
This study explores the impact of Human Resource Management (HRM) practices, particularly performance management, on teacher motivation in government-aided secondary schools in Butaleja District, Uganda. The objectives of the study were to analyse the effectiveness of performance planning, performance monitoring and performance appraisal on teacher motivation in secondary schools in Butaleja District. An initial examination of relevant literature indicated a scarcity of research on the impact of performance management strategies on teacher motivation especially in rural secondary schools in Uganda. Using a mixed-methods approach, the research integrates both quantitative and qualitative data collection techniques. A sample of 13 school administrators and 196teachers from 13 secondary schools were selected through simple random and systematic sampling methods. Data collection involved self-administered questionnaires and semi-structured interviews. The quantitative data were analyzed using SPSS ver. 20 software, applying descriptive statistics, such as frequencies, percentages, and means, along with correlational analysis and regression models to examine the relationships between HRM practices and teacher motivation. The qualitative data were analyzed thematically to identify recurring themes and insights. The findings revealed that performance planning, monitoring, and appraisal significantly influence teacher motivation, which in turn affects their job satisfaction and classroom performance. The study concludes that while HRM practices positively impact teacher motivation, challenges such as resource constraints and insufficient support need to be addressed for greater effectiveness. It also highlights the importance of intrinsic motivators, such as professional development opportunities and a supportive work environment. The study recommends that educational leaders focus on fostering intrinsic motivation, implement consistent performance monitoring systems, and restructure performance appraisal processes to prioritize developmental feedback. Additionally, non-monetary forms of recognition should be emphasized, and schools should advocate for increased resource allocation to enhance teaching and learning conditions.
HEAD TEACHERS’ MANAGEMENT OF ICT INTEGRATION AND EFFECTIVE TEACHING OF BIOLOGY IN SELECTED SECONDARY SCHOOLS IN MBALE CITY, UGANDA
(Uganda Christian University, 2024-11-26) Wasukira Charles
FINANCIAL RESOURCE MOBILIZATION AND SCHOOL PERFORMNCE IN GOVERNMENT AIDED SECONDARY SCHOOLS IN NAPAK DISTRICT OF UGANDA
(2024-09-10) OKALEBO JOHN PETER
The study investigated the influence of financial resource mobilization on the performance of government-aided secondary schools in Napak District. Objectives included examining the effects of fundraising activities, building partnerships, and school fees charges on school performance. A sample of 80 respondents (teachers, education officials, and school leaders) was selected using Krejcie and Morgan’s (1970) sample size determination table and purposive and random sampling techniques. Data collection involved questionnaires and interviews, analyzed through SPSS using descriptive statistics and regression analysis. Findings showed that fundraising activities significantly influenced school performance, with an R² = 0.482 (48.2%) and p < 0.05. Building partnerships also had a significant effect, with R² = 0.407 (40.7%) and p < 0.05, while school fees charges had an R² = 0.378 (37.8%) and p < 0.05. Regression coefficients were positive for all factors. The study adopted Marzano’s (1970) theory of school performance realism, emphasizing the need to address internal and external forces affecting performance. Recommendations included implementing structured, transparent fundraising strategies involving stakeholders and sustainable income-generating projects. Schools were advised to formalize partnerships through MoUs with NGOs and private actors to address resource gaps and improve education quality. Additionally, balancing school fees to sustain operations while ensuring affordability was emphasized, with suggestions for flexible payment plans and subsidies for underprivileged students. These measures aim to enhance performance while maintaining inclusivity and accessibility in education within Napak District. KEY WORDS: Financial Accountability, School Systems, Government grants, Parental Contributions.

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