PhD in Education Administration & Management

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https://hdl.handle.net/20.500.11951/809

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    Transition From Primary to Post Primary Education in Uganda: The Case of Learners With Impaired Hearing
    (Uganda Christian University, 2024-08-21) Bonaventure Wasswa Ssebyanzi
    In developed countries, the education of learners with hearing impairments was mainly started by families struggling to empower their children, and in Uganda, it was started by an individual. However, learners' progress from one level to the other was not satisfying, and analysis showed dwindling numbers from primary to post-primary levels. Using Schlossberg's transition theory, this study intended to identify issues related to the transition from primary to post-primary education. The four constructs of the theory, support, situation, self and strategy, also formed the study's objectives. The study was qualitative and used a phenomenological design. The primary study tool was interviews administered to all respondents. The study targeted hearing-impaired learners as main respondents in their special primary schools, though later also post-primary institutions that learners joined were considered. The other respondents were teachers, education officers, and parents. Support to the learners was mainly provided by parents, NGOs, teachers, and fellow pupils. It was categorized into financial, pedagogical and emotional support. The findings revealed, among others, that most parents must do more for learners to transit; all NGOs had already left the areas. Thus, there was no guarantee of transition for most learners. The situation leading to the transition rotated on completing the seven years, doing PLE, and the poor performances barring the majority of them from transitioning to post-primary studies. The self of these learners were experiencing challenges, making them desperate. The stakeholders recommended setting up more post-primary institutions, integrating primary study content with skills, sensitizing parents more in SNE and availing information as some strategies to enhance transition.
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    Planning and Coordination of Accelerated Education Programme for Refugee Learners’ Experiences From Uganda
    (Uganda Christian University, 2024-03-26) Grace Kiiria
    This study focused on understanding how planning and coordination of Accelerated Education Programme (AEP) for Refugee Learners is done with the purpose to develop planning and coordination models tailored to this kind of programme. The study adopted a qualitive approach, borrowing from grounded theory design to explore how stakeholders experience planning and coordination for AEP to enhance transition of Refugee learners to Secondary Education. Data collection and analysis took Qualitative procedures inclined to grounded theory principles. Consistent with grounded theory procedures; data collection and analysis were done simultaneously. In-depth interview and document analysis were used to collect data. Focus Group Discussions (FGDs) were used to gain consensus. Data analysis involved constant comparison analysis which was a back-and-forth process which required re-alignment of preliminary aspects of the study to develop categories and subcategories until a point of saturation was reached. In the first step of analysis 42 codes were developed with the help of qualitative data analysis software (NVivo version 13), the subsequent interviews involved comparing similarities and meanings of emerging data and allocating codes. Codes arising were compared to form categories and subcategories. The Core categories that emerged from data include Programme Support, stakeholder engagement, Curriculum, beneficiaries, and coordination at all levels. The findings indicate that planning for AEPs is based on the four major aspects above, however, there is a gap in the way planning is done which negatively influences the transition of AEP learners to Secondary education. The above factors need to be taken into consideration right from the initial stages of the programme. A Community- Focused Planning Model and a school-based coordination models were developed from the study. The planning model upholds the significance of community-focused planning with an emphasis on looking beyond the academic needs of AEP learners and taking into consideration the socio-ecological environment/community in which the child lives while planning for AEP. The coordination model puts emphasis on student/school-centered coordination approaches.
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    Leadership Styles and Organizational Commitment of Academic Staff in Kyambogo University and Uganda Christian University
    (Uganda Christian University, 2024-06-26) Micheal Mwebaza
    The study established the extent to which leadership styles influence the organisational commitment of academic staff at Uganda Christian University (UCU) and Kyambogo University (KYU). It was guided by three specific objectives; to establish the influence of democratic, autocratic, and laissez faire leadership styles on the commitment of academic staff in both universities. It was a descriptive cross-sectional survey design. The population consisted of academic and administrative staff. A simple and purposive random sampling was done. Data were collected using a self-administered questionnaire and an interview guide. It was analysed at Univariate level using descriptive statistics such as frequencies, percentages, means, and standard deviations. The study hypotheses were analysed using Pearson’s and Multiple Linear Regression. Findings revealed an insignificant relationship between democratic leadership style and organisational commitment of academic staff but a positive significant relationship between autocratic and laissez faire leadership styles on commitment of academic staff in UCU and KYU. The study therefore concluded that, democratic leadership style had an insignificant influence on the commitment of academic staff. With precautions, university leadership should make use of autocratic and laissez fare leadership styles. It's important to note that academic staff at universities are intellectuals who possess the ability to think independently and make their own decisions. Therefore, we should leave self-directed academic staff to fulfill their responsibilities without using excessive force.
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    Implementation of Career Education and Dual Career Development: A Comparative Study of Academic and Sports Career Development Among Students in Sebei Sub-region
    (Uganda Christian University, 2024-06-26) Justine Yapsoyekwo
    This study sought to examine the influence of implementation of career education on dual career development among students in Sebei sub-region, in eastern Uganda. The study adopted the convergent mixed research design in which a population of 360 and a sample of 186 people involving head teachers, deputy head teachers, Directors of Studies, Career guidance teachers, Games teachers; Sports officers; and students who had been involved in games and sports in the schools were targeted. Data was collected using a validated and pre-tested self-administered questionnaire and interview guide. Quantitative data collected was analyzed using descriptive and inferential statistics generated by the SPSS; while qualitative data was analyzed using thematic and content analysis. The findings revealed that for identification of career needs accounted for a significant proportion of dual career development; for academic career that for sports. For development of career opportunities and dual career development; academic career again accounted for a higher proportion than for sports career. For integration of students needs with careers and dual career development; academic career again accounted for a higher proportion than for sports career. For regular monitoring of students career development and dual career development; academic career accounted for a lower proportion than for sports career. A logistic regression showed that only identification of career needs is significant while the rest of the other variables were insignificant. Its believed that dual career provide for the fusion of sports and academic education to be a productive way of ensuring gradual development of a personality in any part of the world. The study concluded that identification of career needs, development of career opportunities, and integration of students' needs with careers play vital roles in both academic and sports dual career development. The study recommends among others that; efforts should be directed towards expanding networks and collaborations that provide students with diverse career opportunities in both academic and sports domain.
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    Role Conflict and Burnout of Administrators in Higher Education Institutions in Uganda
    (2023-10-18) Faith Mbabazi
    Based on the role conflict theory, the study examined role conflict and job burnout of Higher Educational Institutions administrators in Uganda. Therefore, the study sought to fill the gap since most studies on burnout that have been conducted in universities are about Teaching staff not on administrators. The study also aimed at examining the link between role conflict and burnout among administrators since they interact with students, staff and the public. The specific objectives of the study included the following: To establish the effect of role conflict on burnout of academic administrators. To examine the effect of role conflict on burnout of administrators. To examine the institutional differences on influence of role conflict and burnout among Higher Education administrators. To assess the role conflict and burnout experiences among university administrators. The study employed a mixed methods research specifically explanatory sequential approach. A burnout inventory and interview tools were administered to respondents and participants. Findings revealed the following: Role Conflict led to burnout especially on academic administrators with length of service having a significant relation with emotional exhaustion. Role conflict led to burnout with Time based construct, Age and Gender of respondents having significant relationship with emotion exhaustion. On institutional levels administrators from both Universities experienced role conflict and burnout The qualitative findings indicated quite a number of experiences that the participants were going through which showed the presence of role conflict and burnout. The study concluded that role conflict is a predictor of burnout dimensions most especially emotional exhaustion of academic and administrators across institutions. Higher education administrators should be interested in the mental state of their staff because as earlier noted emotional exhaustion was the most significantly burnout dimension predicted by role conflict. Key Words: Role Conflict, Burnout, Academic Administrators, Administrators Higher Educational Institutions