Master of Education (Planning and Administration)

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    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.
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    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.
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    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.
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    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.
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    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.