PhD in Education Administration & Management

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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
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    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.
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    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.