PhD in Education Administration & Management

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11951/809

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Now showing 1 - 8 of 8

Head Teachers’ Leadership Practices and Financial Performance in Church of Uganda Secondary Schools
(Uganda Christian University, 2025-03-10) Jasper Tumuhimbise Mpiriirwe
This study investigated the influence of Head Teachers’ leadership practices and financial performance in Church of Uganda founded secondary schools (CFSs) within Namirembe Diocese. The methodology used was an Exploratory Sequential Design employing both quantitative and qualitative approaches. This research employed an Exploratory Sequential design utilizing a qualitative and quantitative descriptive approach. The data was from eight out of twenty-three CFSs in the Diocese. This included schools categorized as Government Aided (GA), USE, and Private. Respondents were staff, management, teachers, alumni and students. Data was collected through self-administered questionnaires with a sample of 311 respondents. Seventeen participants were informants and in-depth respondents. The study evaluated the extent to which Head Teachers in CFSs have engaged using a Likert Scale (1 is Strongly Disagree and 5 is Strongly agree). The findings reveal varying levels of positive significant relationships between visionary and team leadership practices and financial performance in secondary schools. However, for values and stakeholder engagement, it was established that this relationship is not significant. It is recommended that schools should emphasize developing and implementing clear leadership models that fosters all practices. Further, the study proposes a Stakeholder Retention Model that modifies Stakeholder Theory to look at 20% profit retention as both an economic benefit and value addition to the Church as a Foundation Body. Continuous professional development for head teachers and school leaders focusing on effective leadership practices will positively impact financial performance. By implementing these recommendations, schools can improve their financial performance through effective leadership practices.
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.
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.
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.
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.
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
Domestic Violence and Teachers’ Performance in Uganda: Interrogating Female Teachers’ Experiences in Secondary Schools in Kitgum District
(Uganda Christian University, 2023-10-19) Ayot Gladys Oyat
Domestic violence can impact the survivors and the places where they work in many ways. A qualitative study interrogated domestic violence and the performance of female secondary school teachers in Kitgum District with a focus to assess how domestic violence affects the teaching roles of female teachers in secondary schools in Uganda, explore the female teachers’ perspectives on how domestic violence affects their administrative roles, describe how the female teachers affected by domestic violence cope with the challenges of domestic violence while performing duties and explore support available in school to survivors. The study was conceived within the socialist feminist philosophy and underpinned by radical feminist theory, both contained in the applied ethics dominion. Narratives of 20 female teachers and 23 headteachers experiences were collected through in-depth interviews. Findings reveals that the multiple roles of teachers, undertaken within a domestic violence environment greatly impacts service delivery of teaching and interpersonal relations resulting in poor performance in the roles of these teachers. Female teachers affected by domestic violence negotiate through the challenges using both formal and informal ways but with limited support from their places of work. The study recommends for supportive policy frameworks mainstreamed as tools for remedy, coping and resolutions to empower female teachers and headteachers on support systems for female teachers affected by domestic violence to allow them supportive work environment. This study adds international dimension to literature on domestic violence and suggests practical ways on strategies for intervention to mitigate the impact of domestic violence in schools. The study suggests for a similar study on all female employees in school settings to be carried out, and on the male teachers as well. It further suggests that longitudinal studies on female teachers be conducted to consolidate the findings on experiences of female teachers and impact of domestic violence in schools.
Transformational Leadership and Academic Performance of Secondary Schools in Uganda
(Uganda Christian University., 2023-10-18) David Sengendo
The aim of this thesis was to examine how a leadership style adopted by headteachers influences academic performance in secondary schools. Specifically, the study investigated the influence of transformational leadership attributes on academic performance in public and private secondary schools. Using a positivist research paradigm, the study employed a survey design with a quantitative research method. Data was collected from 312 private and public secondary schools in the central region of Uganda using a MLQ questionnaire. Data analysed using descriptive and inferential statistics with the aid of the SPSS software. Multiple linear regression was conducted to examine how transformational leadership traits influence UCE and UACE academic performance in secondary schools. The findings of the study demonstrated that transformational leadership attributes of headteachers significantly influence academic performance of schools both at UCE and UACE Level. Idealized influence and behavior significantly influenced academic performance at UCE (β=0.191, P=0.019) while at UACE, Idealized influence and behavior (β=0.124, P=0.016) influenced school academic performance in public secondary schools. In Private schools performance at UCE was influenced by Idealized influence and behavior (β=-0.140, P=0.024) and Inspirational motivation (β=0.154, P=0.025) while UACE, performance was influenced by both Idealized influence and behavior (β=-0.144, P=0.010) and Intellectual stimulation (β=0.129, P=0.022). Therefore, headteachers’ transformational leadership attributes play a crucial role in determining academic performance in secondary schools at UCE and UACE whether private or public secondary schools. The study recommends that head teachers embrace and adopt transformational leadership attributes to enhance academic performance in schools.

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