Master of Education (Planning and Administration)

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11951/807

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Stakeholders Management and Performance of Refugee Based Schools in Yumbe District
(Uganda Christian University, 2025-07-08) Caroline Ainembabazi
ABSTRACT This study aimed at, 1) to find out the role of stakeholders in the management performance of refugee based secondary schools in Yumbe district. 2) To find out the mechanisms used by the stakeholders in the management performance of refugee based schools in Yumbe district. 3) To access the influence of stakeholders in the management performance of refugee based secondary schools in Yumbe district. The samples of five Schools of 5 refugee secondary schools were selected. 108 participants were selected through stratified sampling method. The cross sectional survey was also used. Qualitative and quantitative analysis were also used to analyze data. The results of the study were; providing school fees, encouraging girl child education, construction of infrastructures, increasing funding among many others. However, almost all participants did not have a clear idea about the influence of stakeholders in the management performance of refugee based secondary schools in Yumbe district. The researcher recommends that the stakeholders should study the three major aspects in this research for better performance management in the refugee based secondary schools. The researcher also recommends that the responsible personnel should train the stakeholders on their various roles to give them more knowledge and the stakeholders should also apply the knowledge given for better results in the management performance.
Impact of School Infrastructure on the Access of Special Needs Students Into Universal Secondary Education in Central Uganda
(Uganda Christian University, 2025-05-28) Joseph Imoni Ichuma
This study examined the impact of school infrastructure on access to Universal Secondary Education (USE) for students with special needs in Central Uganda, with a particular focus on disparities between urban, peri-urban, and rural settings. Despite national and international efforts such as Uganda’s inclusive education policy and global commitments under SDG 4 significant infrastructural barriers persist, especially in resource limited areas. Key elements analyzed include classroom design, physical accessibility, availability of specialized learning resources, and the presence of supportive facilities such as ramps, disability-friendly sanitation, and assistive technologies. A mixed-methods approach was employed to gather both quantitative and qualitative data. Quantitative data were collected through structured questionnaires distributed to 300 students with special needs and 150 guardians, while qualitative data were obtained through interviews with 90 teachers, school administrators, and special needs education (SNE) coordinators. Additionally, observational checklists were used to assess the physical infrastructure of selected schools. Stratified and purposive sampling techniques ensured representation across different school types and geographical zones. Quantitative data were analyzed using SPSS for descriptive and inferential statistics, whereas thematic analysis was applied to qualitative responses. The findings revealed that rural and peri-urban schools experience critical infrastructural deficits, including inaccessible classrooms, inadequate sanitation, and a lack of specialized teaching materials and trained personnel. These factors significantly hinder the educational participation and performance of students with special needs. Although urban schools are relatively better equipped, substantial gaps remain in meeting inclusive education standards. The study recommends that the Ministry of Education and Sports, together with development partners and district education offices, prioritize inclusive infrastructure development. This includes the construction of barrier-free classrooms, accessible sanitation facilities, and the provision of assistive learning devices. Additionally, it advocates for the integration of inclusive education principles into teacher training curricula and the enforcement of infrastructure compliance through regular audits. Such targeted policy reforms, supported by increased financial investments and effective monitoring, are essential to achieving equitable access to USE for students with special needs across Uganda.
Determinants of Organizational Commitment of Staff in Soroti and Tororo Uganda Colleges of Commerce
(Uganda Christian University, 2025-05-28) Susan Kyozira
Introduction: The study aims at examining the determinants of organizational commitment of staff in Soroti and Tororo Uganda Colleges of Commerce. The objectives included: establishing the influence of work environment on organizational commitment in Uganda Colleges of Commerce, ascertaining how career development determines organizational commitment in Uganda Colleges of Commerce, establishing how organizational support relates to organizational commitment in Uganda Colleges of Commerce, and assessing the relationship among work environment, career development, organizational support and organizational commitment. Methodology: A descriptive cross-sectional case study design was adopted. The population involved personnel from the top management, the teaching staff and the non-teaching staff of those selected colleges, totaling to 108 in number. These categories of participants were all selected using simple random sampling since they possessed attributes for the required information. Data collection was done with the help of questionnaires and interview guide; whereas, the collected data was analyzed and reported quantitatively and qualitatively. Results: The findings confirm a relationship between work environment and organizational commitment. This means that a good work environment such as sufficient lighting, air temperature, sound at work, colors and decorations in the workplace, comfortable work space, good infrastructure, adequate facilities and equipment are necessary in improving organizational commitment. In addition, the study confirms a significant relationship between career development and organizational commitment. This implies that organizational commitment cannot be achieved without career development activities like induction, training, coaching, mentorship, job rotations and internal promotions among others. The study further confirms a relationship between organizational support and organizational commitment. This means that staff commitment cannot be expected in a situation where employees are given little or no support at all; that there is need for the organizations to support employees through appreciation and recognition, work-life balance, training grants, supervisor support and others. Conclusion: It is concluded that there is a significant positive relationship (0.237*) between the work Environment and organization commitment. There is also a positive relationship (0.193) between career development and organizational commitment. There is a positive relationship (0.248*) signifying that increased organization support will lead to an improvement on organizations commitment. Recommendations: The institutions should create environments where all other amenities of work should ensure effective interaction and connection between workers; and areas of further research were suggested.
Effect of Administrative Roles on Teacher-administrator’s Dual Performance; a Case of Selected Secondary Schools in Mukono Municipality Mukono District
(Uganda Christian University, 2025-05-26) Allan Babukiika
The study examined the effect of administrative roles on teacheradministrator dual performance; A case of selected secondary schools in Mukono Municipality. The occurrence under which the teachers assume administrative responsibilities in addition to their teaching or class room duties and performance, present both possibilities and difficulties in executing these roles. The transformational leadership theory was adopted. The study utilized a case study design with qualitative approach. Data was collected from 37 participants with administrative roles in addition to teaching responsibilities in the selected secondary school. Interview guide gathered data which was analyzed qualitatively with attention to explanatory content to generate the thematic and verbatim themes to comprehensively understand the topic under investigation. The different administrative roles played by teacher were strategic formulation, implementation of school policies, termly work plan as well as procurement plan, co-ordination of activities, performance appraisal, visionary leadership, career development, budgeting, career guidance, community engagement and oversight of the academic institution to support delivery of quality education. Teacher responsibilities and administrative duties have more positive than negative effects on their performance in classroom and school administration through promotion of academic excellence, compliance with Board of Governors as well as MoES policies and fostering conducive environment. However, conflicting royalty, limited resources, time management, roles and priorities in addition to issues pertaining work load management can be the greatest obstacle to the effectiveness of teacher- administrator dual performance. Secondary schools should have supportive school structure, prepare work plan, team teaching, professional development, delegation, performance appraisal, transparency in the way of communication, decision making and clearly defining their roles and duties with increased budget to yield teacher performance at schools
Dynamics in the Implementation of Comptency Based Curriculum in Selected Secondary Schools in Kamuli Munipality
(Uganda Christian University, 2025-05-26) Fred Owor Gumasi
The study aimed at examining the stakeholders’ involvement in the implementation of the Competency-Based Curriculum (CBC) in Kamuli Municipality, Uganda. It specifically sought to provide insights into the roles of various stakeholders in the implementation process, assessing their impacts in the curriculum implementation and identifying challenges faced by these stakeholders. The research utilized a case study design, adopting qualitative methods such as in-depth interviews and focus group discussions to explore the details of CBC implementation within the natural setting. The approach enabled an exploration of local socio-economic and cultural factors influencing curriculum implementation. The source of data was mainly on primary data from interviews and focus groups involving diverse participants, and data analyzed qualitatively, basing on thematic content analysis. The findings revealed that the implementation of the Competency-Based Curriculum (CBC) in Kamuli Municipality though involved various stakeholders; they were few with uneven roles. While the National Curriculum Development Centre (NCDC) led teacher training and workshops, challenges arose from inconsistent content delivery and confusion during sessions. The findings revealed that head-teachers facilitated internal training and learner supervision but lacked external monitoring support. Parents and school boards offered financial backing, though many parents were inadequately sensitized about their roles. Stakeholder collaboration, including teacher involvement in assessment, strengthened CBC delivery despite limited initial consultation. The study concluded that the Competency-Based Curriculum (CBC) in Kamuli Municipality being implemented though several stakeholders; where, headteachers facilitated internal training and learner supervision; however, they lacked external monitoring support. Key recommendations would benefit policy makers and education officials after implementing strategies such as such as; standardized teacher training, peer-led mentoring, strengthened supervision frameworks, sensitization through workshops, funding through partnerships, and infrastructure development which were found to be crucial.
Home Environment and Students Discipline in Selected Public Secondary Schools in Oyam District
(Uganda Christian University, 2025-05-26) Stella Bua
The aim of this study was to examine how the home environment impacts students' discipline in selected public secondary schools. The specific objectives were to: explore the influence of parental support on students' discipline in these schools; investigate the effects of household chores on students' discipline; assess the relationship between family size and students' discipline; and analyze the impact of domestic violence on students' discipline in the selected public secondary schools. The study employed a cross-sectional survey design following mixed method approach with a sample of 136 respondents comprised of head-teachers, teachers, students, parents, career masters, Directors of Studies (DOS), Senior woman teacher and deputy head-teachers. Data collection instruments included interview guide, questionnaires, and focus group discussions. With a correlation of.686**, the results showed that parental support significantly affects students discipline in the chosen public secondary schools. Regression study revealed that shifts in parental support account for 24.5% of the variation in students’ discipline. Furthermore, the study found that, with a correlation of.342**, household chores significantly affect students discipline in Oyam District. The regression results predicted that 30.4% of the variation in students' discipline is attributed to changes in household chores, suggesting that any alterations in this area could lead to a 30.4% change in student discipline. The study also found a positive significant relationship between family size and students' discipline in the selected schools, with a correlation of .589**. According to the regression analysis, family size explains 31.3% of the variation in students' discipline. Finally, the study demonstrated a positive significant relationship between domestic violence and students' discipline, with a correlation of .421**. The regression analysis predicted that changes in domestic violence account for 32.1% of the variation in students' discipline. Basing on the above, it is concluded that home environment affect students discipline. The study recommends that parents and children experiencing domestic related issues should be given counseling and guidance services so as to help them understand their roles in proper child upbringing; and other further areas that deserve investigations were equally suggested.
Implementation Challenges and Impact of Inclusive Education in Primary Schools in Uganda
(Uganda Christian University, 2025-05-29) Moses Boyi Okello
The study aims at investigating the implementation challenges of inclusive education in primary schools in Kole District, Uganda. The objectives included to establish challenges affecting the implementation of inclusive education and to examine the impact of inclusive education on children with hearing impairment in Wigwa Primary School, Aboke Sub-County. The study used a qualitative approach and a case research design was employed along with semi-structured interviews and focus group discussions adopted to collect data. Data was analyzed using thematic analysis. The results of the study revealed a lack of educational learning materials due to material delivery issues and negative attitudes towards children with hearing impairment were major issues. On school-related factors, lack of skilled teachers in sign language, improper curriculum design and teaching styles were concerns, and family-related factors of poverty scourge and lack of parental support on the provision of scholastic materials. On the socio-cultural related factors, still, negative attitudes towards CWHIs were the major issue, as low self-esteem in the community and communal isolation. According to the study, the impact of implementing inclusive education includes; poor academic performance, underdevelopment of language communication skills, development of anti-social behaviors, school dropouts and absenteeism of CWHI, low self-esteem, and poor concentration of CWHI in inclusive education settings. The study concluded that there are several implementation challenges to inclusive education in primary schools in Kole District, Uganda. Based on the findings, the study recommends the following; school policy implementations by MoES, improve household income by the government, increased numbers of trained teachers on special needs education, sensitization of the community, teachers, school administration, and peers, provision of hearing aids for children and provision of learning environment that is welcoming and friendly for learning.
Impact of Motivation on Teachers’ Performance in Selected Secondary Schools in Nabitende Sub County Iganga District
(Uganda Christian University, 2025-03-18) Tracy Amulen
This study sought to establish the effect of motivation on teachers‟ performance in selected secondary schools in Nabitende Sub County, Iganga District. The study objectives were: to assess the effect of extrinsic motivation on teachers‟ performance, and to establish the effect of intrinsic motivation on teachers‟ performance in selected secondary schools in Nabitende Sub County, Iganga District. The study adopted a crosssectional survey research design in order to establish the relationship between the two study variables. Both quantitative and qualitative methods were used to collect data from 100 respondents who were randomly selected from 4 selected secondary Schools in Nabitende Sub County. Data was collected using questionnaires, interview and focus group discussion. Descriptive and inferential analyses wereused to analyze data which majorly used of frequencies, percentages and charts. The study revealed that teachers‟ performance is high in schools where motivation is high and vice versa. Extrinsic motivation has both positive and negative effects on teachers‟ performance since it revealed that teachers who receive high extrinsic motivation perform highly than their counterparts as this was supported by majority (52.6%) of the respondents. The study also revealed that intrinsic motivation boosts teachers‟ performance this was supported by the biggest percentage (67%) of respondents. The study concluded that extrinsic motivators such as prompt salaries, wages, allowances, accommodation, medical care are essential factors for better performance of teachers; intrinsic motivators such as respect and recognition are paramount in enhancing teachers‟ performance; workshops, encouraging and supporting teachers to further their studies are essential for teachers‟ career development which improves their performance. The study recommends that; schools should ensure that teachers‟ salaries, wages, allowances and accommodation and medical care are improved and paid promptly; medical care to teachers; schools should always recognize and appreciate teachers for exceptional work they do and the government should support and sponsor teachers to go for further studies.
Head Teachers Leadership Styles and Teachers Performance in Selected Secondary Schools in Bunya South County in Mayuge District Eastern Uganda
(Uganda Christian University, 2025-03-18) Bashir Isabirye
The study examined the influence of head teachers‟ leadership styles on teachers‟ performance in selected secondary schools in Bunya South County in Mayuge District. The study sought to: assess the impact of autocratic leadership style on teachers‟ performance; ascertain the effect of democratic leadership style on teachers‟ performance, and to evaluate the influence of servant leadership style on teachers‟ performance in selected secondary schools in Bunya South County in Mayuge District. The study employed cross sectional study design that employed both qualitative and quantitative approaches. The study employed both simple random and purposive sampling techniques to sample a total of 124 respondents from the ten selected secondary schools in Bunya South County in Mayuge District. Data was collected using questionnaires, interviews and focus group discussions. Descriptive statistics were used to analyse data which involved the use of frequencies, means and standard deviations. The major study findings were; autocratic leadership style has an impact on teachers‟ performance as this was indicated by average (mean=4.15, S.Dev=.882); democratic leadership style has a positive effect on teachers‟ performance as indicated by the average (mean =4.22, S.Dev=.830), and that servant leadership has influence on teachers‟ performance as shown by the average (mean =3.98, S.Dev=.807). The study concluded that authority in schools has a bigger impact on teachers‟ performance, therefore it should be given attention, democracy is paramount in schools for teachers to perform better and that servant leadership is crucial in improving teachers‟ performance in secondary schools in Bunya South County in Mayuge District. The study recommended that; head-teachers should adopt new ideas, learn to motivate staff and work towards achieving set school goals, government should regularly engage head teachers and teachers whenever new ideas/programs arise for betterment of teachers‟ performance and that the government together with the relevant educational stakeholders should encourage and train head teachers to become servant leaders so that they can implement all qualities of a servant leader for effective and conducive teaching/learning environment hence enhancing teachers‟ performance.
Records Management Practices and School Management Decisions in Selected Secondary Schools in Kibuku District Eastern Uganda
(UGANDA CHRISTIAN UNIVERSITY, 2025-03-11) Rita Kataike
The study examined the effect of records management practices on school management decisions in selected secondary schools in Kibuku District, Eastern Uganda. The objectives of the study included; to establish the effect of records management practices on academic decisions in selected secondary schools, to examine the effect of records management practices on administrative decisions in selected secondary schools, and to establish the effect of records management practices on financial decisions in selected secondary schools. A cross-sectional survey design was used to guide this study. The target population comprised of; head-teachers, IT technicians, Library assistants, deputy head-teachers, directors of studies, and teachers totaling to 113 respondents. These were purposively and simple randomly selected. The questionnaires, interview guide and focus group discussion helped in collecting the data. Quantitatively data was analyzed by use of frequencies and percentages as well as inferential analysis by use of SPSS, whereas, qualitatively data was analyzed using thematic content analysis. The study findings revealed that records management practices have a significant effect on academic decisions in selected secondary schools in Kibuku district (r= .686**, p=0.001). The study also revealed that records management practices have a significant effect on administrative decisions in selected secondary schools in Kibuku district (r= .342**, p=0.001). Study findings revealed that records management practices have a significant effect on financial decisions in selected secondary schools in Kibuku district (r=0.589**, p=0.002). The study concluded that records management practices in administrative and financial decisions had the highest significant positive relationship on the school management decisions in secondary schools. It was also concluded that records management practices have a significant effect on academic decisions, administrative decisions and financial decisions. The study recommended that records management practices should be improved through introduction of computerized formants such as e-payment of fees, and digitized systems to check teachers‟ class attendance.
Quality Teaching of Literacy and Numeracy in Selected Primary Schools in Kongwa District, Tanzania
(Uganda Christian University, 2024-09-13) Zilpa Graceford Masenje
The study intended to investigate Quality teaching of literacy and numeracy in Selected Primary Schools in Kongwa District. It examined all the factors that contribute to pupils' inadequate literacy and numeracy skills. Explicitly, the study focused on; identifying the techniques used by Teachers in teaching literacy and numeracy, examining strategies for Teachers in teaching literacy and numeracy and identifying the challenges that Teachers face in teaching literacy and numeracy. Participants (N= 31) in the study included: 1 District Education Officer, 3 Head Teachers which were selected through census inquiry as well as 27 Teachers were selected through simple random sampling. Instruments for Data collection adopted were the questionnaire, observation, and the interview guides. Qualitative data were analyzed using the verbatim method where direct quotes relevant to the study objectives were captured from data set while Quantitative Data were entered into SPSS version 23 and then ran tallies which generated percentages, frequencies, mean and standard deviation. The results were analyzed thematically and presented Verbatively. The study findings suggested that there were literacy and numeracy issues in these particular Primary Schools since most of the Teachers lacked the skills needed to impart these abilities where by 61.3% of the Teachers never used the brainstorming technique, 64.5% of the Teachers never used cooperative learning to teach literacy and numeracy, (77.4%) of the Teachers never used remedial teaching, 64.5% of the Teachers never used a talking class. Furthermore (71%) of the Teachers expressed interest in being retrained to teach literacy and numeracy, 93.3% of the Teachers agreed that there was no developed pedagogy to enable the proper teaching of literacy and numeracy, and 80.1% of the Teachers said mixing Learners with special needs was affecting the teaching. Also the study recommends retraining of Teachers, separating Learners with special needs from the normal Learners, building more infrastructures to solve the high population of Learners, and increasing Parental involvement in the education of their Children.
The Effects of Inadequate Library Resources on Learners in Primary Schools: A Case Study of Selected Schools in Mukono Municipality
(Uganda Christian University, 2024-09-09) Florence Nabasumba
The study looked at the effects of Inadequate Library Resources on Learners in Primary Schools. The study was guided by specific objectives to evaluate the availability and quality of library resources in primary schools in Mukono Municipality, to explore the challenges faced by schools in Mukono Municipality in providing sufficient library resources, to identify strategies and interventions that can improve library resources and services in primary schools in Mukono Municipality. Using a descriptive design and a mixed research approach. The study also looked how availability of library materials and recourses contributed to academic performance of pupils and it was reported views of; information reliability, research-based issues, helps in improvement of writing and reading skills. The study also looked at major challenges such as; lack of enough reading materials, limited space and inadequacy of information limitations to learners accessing library services very well. The last objective focused what primary schools should do to mitigate such challenges and it was revealed from respondents that; establishment and expansion of library facilities, more book distribution were needed to institute for sound/functional school libraries. The study concluded that there was need to improve and expand library services in schools and also recommended more Government funding.
An Assessment of the Contribution of Leadership Styles on Crisis Management in Selected Secondary Schools in Nakifuma Town Council
(Uganda Christian University, 2024-06-28) Efrance Ntale
The study aimed at assessment of the leadership styles and crisis management among selected secondary schools in Nakifuma Town Council. The study objectives included; to establish the leadership styles used in crisis management in selected secondary schools in Nakifuma Town Council, to assess the effect of leadership styles on crisis management in selected secondary schools in Nakifuma Town Council, and to examine the challenges that head teachers encounter when it comes to crisis management. The study employed a cross-sectional research design, where both qualitative and quantitative approaches were used. The sample comprised of four (4) head teachers, four (4) Deputy head teachers, one (1) District Education Officer, two (2) District Inspectors of School, and seventy five (75) teachers. These were purposively and simple randomly selected. Data was collected through questionnaires and interviews. Data was analyzed quantitatively through the SPSS and thematic content analysis was used to analyze qualitative data. Study findings revealed that school managers base on charismatic leadership, autocratic leadership, transformative leadership, transformational leadership, transactional leadership and entrepreneurial leadership for proper crisis management. These are the major leadership styles used in crisis management in selected secondary schools in Nakifuma Town Council. It also revealed that autocratic leadership gives full empowerment to the school leader with minimal follower’s participation; the head teacher rarely considers suggestions made by subordinates; there is usually strong orientation towards conformity of rules and regulations; the head teacher usually takes full control and authority in managing crisis; and the head teacher regularly tells us what to do, how to do it and when he/she wants it done; these are the major effect of leadership styles on crisis management in selected secondary schools in Nakifuma Town Council. It further revealed that limited financial resources, geographical location of the school, government policy like school closure under presidential directives; limited knowledge related to the field itself, and organizational structures; these are the major challenges that head teachers encounter when it comes to crisis management. Basing on the above findings, it is concluded that there is positive significant relationship between leadership styles and crisis management in selected secondary schools in Nakifuma Town Council. (r= .686**, p=0.001). This implies that any change in the management of crisis is influenced by leadership style applied. The study recommended that each school must have the trained leaders with relevant skills and understanding to handle crises; and areas of further research were suggested.
Influence of Parents’ Involvement in School Activities on Students’ Academic Performance: A Case of Selected Secondary Schools in Jinja City
(Uganda Christian University, 2024-06-25) Prosper Atukwatse
The study was carried out in selected secondary schools in Jinja City. The purpose of this study was to establish the influence of parents’ involvement in school activities and students’ academic performance in selected secondary schools. The study objectives included: to establish the influence of parents’ involvement in participatory decision making on students’ academic performance in selected secondary schools, to ascertain the influence of parents attending school functions/PTA meetings on students’ academic performance in selected secondary schools, to establish the influence of parents providing home based support for learning on students’ academic performance in selected secondary schools, and to analyze the influence of care guidance on students’ academic performance in selected secondary schools. The research employed a cross-sectional research design. The study population comprised of head teachers, deputy head-teachers, District Inspectors of School, members of PTA, and directors of studies; totaling to 97 participants. These were purposively and simple randomly selected. Data collection instruments included questionnaires and interview guide. Data was analyzed quantitatively and qualitatively. The study findings revealed that parents’ involvement in participatory decision-making helps them to effectively plan for adequate instructional materials. Parents’ involvement in participatory decision-making helps them to building more classrooms for an increased enrolment of students in selected secondary schools in Jinja City. The study also revealed that parents attending school functions/PTA meetings would lead to budgeting for the required instructional materials, practically fundraise for acquiring instructional materials and having plan for the expansion and renovation of classrooms in selected secondary schools in Jinja City. The study further revealed that parents providing home based support for learning, having home library enhance students’ self-revision, there is high students’ academic outcome from families with home library, and students from homes with conducive environment boost their commitment to academic concentration in selected secondary schools in Jinja City. The study revealed that with career guidance, it boosts students’ self-esteem, helps students to make a right informed career choice, and helps individuals with accurate and up-to-date information about different career options, educational requirement in selected secondary schools in Jinja City. Basing on the above, it is concluded that parents’ involvement in school activities affect students’ performance. The study recommended that there is an urgent need for school managers to encourage massive parents’ involvement on their children’s academic work; and areas of further research were suggested.
Examining the Financial Management Practices Behind Academic Performance in Chosen Public Primary Schools Within Cueibet County, Gok State, South Sudan
(Uganda Christian University, 2024-06-12) Job Reec Sabit
This study investigates the relationship between financial management practices and academic performance in selected public primary schools within Cueibet County, Gok State South Sudan. Through a comprehensive survey of 156 respondents, representing a 100% response rate, the research examines the impact of financial planning, coordination, and control practices on academic outcomes. The demographic composition of the sample, including gender, education levels, and tenure, is analyzed. Using a Likert scale, the study measures academic performance based on indicators such as passing rates, national examination grades, completion rates, and alignment with national human resource development. Key challenges in academic performance emerge, including poor grades and low completion rates. Analyzing three financial management dimensions planning, coordination, and control through regression techniques, the study finds that financial planning practices significantly influence academic performance, while coordination and control practices exhibit lesser impact. The research highlights disconnects between financial planning and academic goals, misallocation of resources due to poor coordination, and insufficient monitoring and auditing of spending practices. The study underscores the importance of strategic financial planning aligned with academic objectives, efficient resource coordination, and robust financial controls to enhance the academic environment. The findings have implications for administrators, policymakers, and stakeholders aiming to enhance academic outcomes through effective financial management. Further research is recommended to explore additional factors influencing academic performance in this context.
School Improvement Plan and Students’ Academic Achievement in Secondary Schools in Amuria District: A Case Study of Amuria Secondary School
(Uganda Christian University, 2024-06-10) George Francis Isele
The title of my study was School Improvement Plan and Students’ Academic Achievement in Secondary Schools in Amuria District: A Case Study of Amuria Secondary School. The purpose of this study was to establish how School Improvement Plan impacts on students’ academic achievement in Amuria secondary school and the objectives were to assess the influence of the school improvement plan on students’ academic achievement in Amuria secondary school, to examine the influence of the school improvement plan on a conducive learning environment in Amuria secondary school and to establish the influence of school improvement plan on students’ regular school attendance in Amuria secondary school. A total of 32 respondents were used in this study and these were purposively sampled. These included the head teacher, PTA executive members, BOG, DOS and teachers. Interview guide and document analysis were used as data collection instruments. The researcher used a case study as a study design. Basing on the findings of the study, it was revealed that SIP improves the quality of teaching and learning. Findings of the study also revealed that SIP has made the school administration to identify their strength and weaknesses which has helped them to improve in areas where they are not doing well to ensure that teaching learning exercises take place perfectly well. Research findings also indicated that SIP has helped the school to improve on students’ academic achievement by involving all other school stakeholders in formulating and implementing school improvement plan and coming up with different ideas on achieving higher performance. It was also revealed that the introduction of SIP has led to proper management and utilization of school resources and that there is now effective communication between school administrators and parents about their children. Basing on research findings, it was concluded that students’ academic achievement in Amuria secondary school has improved as compared to before the introduction of SIP. School improvement plan has contributed to the overall school performance and the current state of students’ academic achievement in this school is good. It was therefore recommended that the government together with school administrators should find all ways possible to ensure that SIP is enhanced since it is influential as far as students’ academic achievement is concerned.
Teacher Collaboration and Teacher Effectiveness in Government-Aided Secondary Schools in Iganga District, Uganda
(Uganda Christian University, 2024-06-10) Moses Semwanga
Over the years, the Government of Uganda has invested in various interventions to enhance teacher effectiveness in public secondary schools. Despite this, teacher effectiveness in many government- aided secondary schools across the country, especially in Iganga District, remains unsatisfactory. The study examined teacher collaboration's influence on teacher effectiveness in Government- aided secondary schools in Iganga District, Uganda. The objectives included establishing the influence of frequency of collaboration on teacher effectiveness, determining the influence of format of collaboration on teacher effectiveness, and assessing the influence of focus of collaboration on teacher effectiveness. Quantitative data was collected from school teachers using questionnaires, while qualitative data was collected from school administrators and vital educational stakeholders in the district using interview guides and analyzed inferentially and thematically, respectively. It was found that frequency of collaboration was significantly associated with teacher effectiveness (r = 0.406; ρ ˂ 0.05); format of collaboration was significantly associated with teacher effectiveness (r = 0.335; ρ ˂ 0.05); and focus of collaboration was significantly associated with teacher effectiveness (r = 0.19; ρ ˂ 0.05). The study concluded that teacher collaboration is influential in teacher effectiveness in government-aided secondary schools in Iganga District. To improve teacher effectiveness in government-aided secondary schools in Iganga District, the study recommends that the Ministry of Education and School Administrators in the district put in place supportive mechanisms that encourage an increase in teacher collaboration.
Headteacher’s Role in Attainment of Quality Inclusive Education in Selected Secondary Schools in Iganga District, Uganda
(Uganda Christian University, 2024-06-07) Lastone Balyaino
The study investigated the influence of head teachers‟ mandate in realization of inclusive quality education in selected secondary schools in Iganga district- Uganda. The study was guided by the following objectives i) to determine the influence of head teacher‟s planning role on the quality of inclusive education, ii) to establish the influence of head teachers‟ support role on the quality of inclusive education and iii) to find out the influence of head teachers‟ motivation role on the quality of inclusive education. The study was inclined on the systems theory propounded by Ludwing and George in 1940 and a cross-sectional descriptive research design was adopted, drawing on quantitative as well as qualitative research approaches with a sample size of 83 (including 73 teachers, 5 deputy head teachers, and 5 head teachers) respondents. The questionnaire reliability α = 0.831 was obtained after subjecting the instrument to 5 independent respondents in a week interval period while content validity index of 88.9 was obtained for 3 professional raters. Simple Random Sampling and Census Inquiry techniques were adopted for the study. Questionnaires and the interview guides were adopted for data collection. Quantitate data was analysed Pearson correlation and regression analyses while qualitative data was analysed using the verbatim method. The findings revealed; a positive, significant influence of the head teacher‟s planning role on the quality of inclusive education (r= 0.534, p > 0.05), a positive moderate influence of head teacher‟s support role on the quality of inclusive education (r= 0.514, p < 0.05) and strong positive influence of head teacher‟s motivation role on the quality of inclusive education (r= 0.621, p < 0.05). Furthermore, the study recommended that in future, similar studies be extended to primary schools and headteachers to be sensitized about quality education.
Leadership Approaches and Staff Turnover in Catholic Founded Primary Schools of Nsambya Parish Kampala, Uganda
(Uganda Christian University, 2024-01-30) Joanita Nakityo
To study aimed at exploring leadership approach and staff turnover in selected Catholic founded primary schools in Nsambya Parish. The study objectives included: to establish the relationship between inspirational motivation and staff turnover in Catholic Church founded primary schools; to assess the relationship between intellectual stimulation and staff turnover in Catholic Church founded primary schools; to examine the relationship between idealized influence and staff turnover in Catholic Church founded primary schools; and to examine the relationship between individualized consideration and staff turnover in Catholic Church founded primary schools. This study was conducted using explanatory non-experimental cross-sectional survey design. The study population included, Head teachers (9), Deputy Head teachers (9), Parish Education Department officials (2), teachers (90), and non-teaching staff (26). Data was collected with the help of questionnaires and interview guide. Data was analyzed qualitatively and quantitatively. The study findings revealed that the head teacher usually interact with entire school staff to build confidence and inspire them at work, and school staff always get inspired by school heads to be creative, thus loving their job. These are the major effects of inspirational motivation on staff turnover in Catholic Church founded primary schools. It also revealed that school staff are always encouraged by the school leaders to be creative as well as having team spirit at our place of work; school leaders always encourages innovation to ease the work; and head teachers always encourage staff to be critical thinkers in primary schools; these are the major effects of intellectual stimulation on staff turnover in Catholic Church founded primary schools. The study further revealed that school staff always interact with head teacher by working together and providing aspirations and acquiring new skills, and idealized influence demonstrates head teachers’ integrity, a life of moral commitment and selfishness to entre staff; these are major effects of idealized influence on staff turnover in Catholic Church founded primary schools. Lastly, it revealed that head teacher always mentor teaching and non-teaching staff one-on-one thus influencing their turnover intention; and school leaders always delegate difficult tasks to staff to equip us with managerial skills and maintain high level of coordination; these are major effects of individualized consideration on staff turnover in Catholic Church founded primary schools. Basing on the above, it is concluded that leadership approach has a significant effect on the staff turnover in selected Catholic founded primary schools in Nsambya Parish. The study recommended that head-teachers need to be a bit more lenient in their leadership approach in that while they emphasize supervision of their teachers, it should be leniently directed such that teachers do not look at it as if they are being forced or literally taken with low capacity to do the work; and areas of further research were suggested.
Assessing the Contributions of Science and Mathematics Teachers (Sesemat) on Students Academic Performance in Selected Public Secondary Schools in Hoima Municipality
(Uganda Christian University, 2024-05-23) George Kazooba Irumba
Science and mathematics teachers (SESEMAT) create engaging lesson plans and activities for the learners, including laboratory works, group research, and field experiments. They also demonstrate methods and present scientific research to support their observations. The study was carried out in Hoima Municipality, Hoima District. The study aimed at assessing the contributions of science and mathematics teachers (SESEMAT) on students’ academic performance in selected public secondary schools. The study objectives were; to find out the methods used by teachers while teaching Science and Mathematics in selected public secondary schools, to find out in which ways SESEMAT has contributed to students’ academic performance in the selected public secondary schools and to identify the factors influencing teachers’ methodology in teaching Science and Mathematics in selected public secondary schools. The study used a cross sectional survey design. A total of 232 respondents was used which included head-teachers, deputy head-teachers, teachers of Science and Mathematics and students; data was collected by use of questionnaire and interview guide. Respondents were purposively and simple randomly selected. Data was analyzed both quantitatively and qualitatively. The study findings revealed that teachers while teaching Science and Mathematics majorly employ demonstration methods, student centered approach and discussion methods. The study also revealed that SESEMAT helps students to grasp content taught easily, gain practical skills, and makes it simple for teachers to attend to individual students’ differences. The study further revealed that teachers training background, teachers’ competence, availability of teaching aids and school education facilities are the major key factors influencing teachers’ methodology in teaching Science and Mathematics in public secondary schools. From the findings, it is concluded that SESEMAT has an impact on the academic performance in science and mathematics in the selected public secondary schools. It is recommended that teachers training institution should be well equipped to groom good and competent teachers with proper required training background for effective science teaching, and areas of further research were suggested.

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