Master of Education (Administration and Planning)

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

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SCHOOL ADMINISTRATION ANTECEDENTS AND STUDENTS’ PARTICIPATION IN GAMES AND SPORTS IN SELECTED SECONDARY SCHOOLS IN LIRA CITY
(Uganda Christian University, 2025-10-13) ALIA ROSEMARY
The study aims at examining the effect of school administration antecedents on students’ participation in games and sports in selected secondary schools in Lira City, Uganda. The objectives included: to examine the effect of resource allocation, availability of facilities and equipment, as well as physical education time table on students’ participation in games and sports in selected secondary schools in Lira City. The study was carried out using a cross-sectional research design, based on triangulation approach. The study population comprised of sports teachers, head-teachers, deputy head-teachers, directors of studies, teachers, and students’ representatives. These were selected using purposive and simple random sampling method outlined by Krejcie and Morgan (1970), with 75 participants drawn from the total population. Questionnaire and interview guide were used in collection of data, which were analyzed quantitatively and qualitatively. The study revealed that there is a strong positive correlation (r= .640, n=70, p< .01) between resource allocation and students’ participation in games and sports in selected secondary schools in Lira City. The study also revealed that there is a strong positive relationship between availability of facilities and equipment, and students’ participation in games and sports in selected secondary schools in Lira City (r=0.816). The study finally revealed that there is a very strong positive correlation (r = 0.814, p < 0.01) between physical education time table and students’ participation in games and sports in selected secondary schools in Lira City. The study concluded that school administration antecedents have a positive significant effect on the students’ participation in games and sports in selected secondary schools in Lira City, Uganda. The study recommends that the school management board, the government and all the stakeholders ought to provide adequate facilities and equipment for PE sports and games, to allow more participation; and areas of further research were suggested.
HEAD TEACHERS’ HUMAN RELATION COMPETENCE AND PERFORMANCE OF TEACHERS IN SELECTED PUBLIC PRIMARY SCHOOLS IN SOUTHERN DIVISION, JINJA CITY
(UGANDA CHRISTIAN UNIVERSITY, 2025-10-03) MUTESI AGNES
This study looked at how head teachers’ people skills affect the work of teachers in public primary schools in Jinja City’s Southern Division, Uganda. A head teacher’s ability to build good relationships strongly influences how well teachers perform. Teacher performance in Uganda is often seen through student results in national exams, lesson preparation and delivery, regular attendance, and completing the syllabus on time. The research aimed to find out which interpersonal skills matter most, how they improve teacher performance, and what challenges head teachers face when trying to motivate their staff. A total of 108 participants were involved, including head teachers, their deputies, directors of studies, and classroom teachers. Data was collected using interviews and group discussions, then carefully analyzed. The results showed that when head teachers are good at managing, motivating, and supporting their teachers, performance improves. Teachers were able to cover the syllabus on time when resources were provided, and encouragement made them more committed, leading to better student results. Good communication also built teamwork, which helped schools achieve curriculum goals. However, the study also found challenges such as lack of funds, weak management systems, poor cooperation with stakeholders, and limited decision-making power for head teachers. These issues made it hard for them to fully support and motivate their staff. The study concluded that strong interpersonal skills among head teachers play a key role in improving teacher performance. It recommended that the Ministry of Education and Sports introduce training programs to strengthen head teachers’ management and relationship building skills. The study also suggested more research to look at other factors that may affect teacher motivation and school success.
Influence of school management committees on implementation of school improvement plans in primary schools in mukono district uganda
(Uganda Christian University, 2025) Teko, Livingstone
SMCs are an establishment out of the Education Act, 2008 to have an operational position of parents‟ involvement in the day-to-day running and implementation of the School Improvement activities. Weaknesses in SIPs have been persistent despite the school managers‟ emphasis of involvement of SMCs. The study aims at establishing the influence of School Management Committees on School Improvement Plan in Mukono District, Uganda. The objectives included: to establish the specific roles and contributions of SMCs in the School Improvement Plan process in the primary schools, to identify the challenges faced by SMCs in their roles associated with the development of SIPs in the primary schools, and to assess the extent to which SMCs participation in the development of School Improvement Plans affects school effectiveness in Mukono District. The study employed a cross-sectional survey design. The study population comprised of the District Education Officer, Chairpersons of SMC, Chairpersons of PTA, head teachers, deputy head-teachers, teachers, and pupils, totaling to 263. These participants were purposively and simple randomly selected. Questionnaires and interview guide were used in collection of data, which were analyzed quantitatively and qualitatively. The study revealed that there was a strong positive correlation (r= .640, n=70, p< .01) between roles and contributions of SMCs and the School Improvement Plan process in the primary schools under study. SMCs always practically fundraise for acquiring instructional materials, ensure the presence of conducive accommodation facilities, provides for adequate materials and equipment, monitor the implementation of School day meals, and SMCs ensure the discipline of teachers and pupils. The study revealed that SMCs experience inadequate resources to implement SIPs, and low levels of literacy and lack of training among members of SMCs limit their involvement in implementing SIPs. SMC members are excluded by head teachers from participating in SIPs, and SMCs lack resources and ability to effectively finance the School daily plans. SMC members lack adequate knowledge and information concerning their daily roles and responsibilities towards SIPs. These are the major challenges faced by SMCs in their roles associated with the development of SIPs in the primary schools in Mukono District. The study also revealed that there is a strong positive relationship between SMCs participation in the development of School Improvement Plans and school effectiveness in primary schools in Mukono District (0.816), which is statistically significant at the 0.01 level (2-tailed), as shown by the p-value of 0.000. In practical terms, this means that SMC members always budget for the required instructional materials, encourage participatory academic decision making, attend and participate in school academic meetings, and monitor daily school curriculum activities. The study concluded that School Management Committees has an influence on the School Improvement Plan in Primary Schools in Mukono District, Uganda. The study recommends that timely training and skill programs among members of SMCs should be encouraged by head teachers in primary schools so as to equip them with relevant skills and knowledge on SIPs.
ASSESSING THE INFLUENCE OF ADMINISTRATIVE DEMANDS ON TEACHER PERFORMANCE: A CASE OF SECONDARY EDUCATION IN KYENGERA TOWN COUNCIL, WAKISO DISTRICT
(Uganda Christian University, 2025-09-04) UGANDA CHRISTIAN UNIVERSITY
ABSTRACT The study aimed at assessing the influence of administrative demands on teacher performance in secondary education in Kyengera Town Council, Wakiso District. The obejectives included: to determine the relationship between planning as an administrative demand and teacher performance in secondary education, to examine the influence of staffing as an administrative demand on teacher performance in secondary education, and to determine the effect of directing (supervision) as an administrative demand on teacher performance in secondary education. This study was a cross-sectional research design. The use of the two approaches was based on the principle of triangulation. The study population included; Head teachers (3), deputy head teacher (6), Directors of studies (3), Assistant Directors of Studies (3) and teachers (70), totaling participants. All these were purposively and simple randomly selected. The results revealed that planning as an administrative demand has a positive significant effect on teacher performance in secondary education in Kyengera Town Council (.686**). This implies that where there is planning as an administrative demand, the performance of teachers in secondary schools tend to be high and satisfactory. In the regression, it was also predicted that 24.5% variation in teacher performance is explained by changes in planning as an administrative demand. This shows that any changes in planning as an administrative demand would lead to 24.5% chance change in the teacher performance. The results also revealed that staffing as an administrative has a positive significant effect on teacher performance in secondary education in Kyengera Town Council (.342**). This implies that in that situation, in secondary schools, staffing demands planning, involves professional development of staff, and accountability for supervision. It is also noted that staffing involves appraisal of all the staff, and calls for assess employee performance. The regression findings predict that 30.4% variation in teacher performance is explained by changes in staffing as an administrative. This shows that any changes in staffing as an administrative would lead to 30.4% chance change in teacher performance were squarely addressed. The results finally revealed that there is a positive significant relationship between directing (supervision) as an administrative demand and teacher performance in secondary education in Kyengera Town Council (.589**). This clearly implies that where there is directing (supervision) as an administrative demand, giving progress reports to Foundation Body is done on time, giving progress reports to the Board of Governors is regular, school discipline is well maintained, and scheduling duty is fairly done in secondary schools. From the regression analysis, it was also predicted that 31.3% variation in teacher performance is explained by directing (supervision) as an administrative demand. This shows that any changes in directing (supervision) as an administrative demand would lead to 31.3% chance change in teacher performance in this area. The study concluded that staffing as an administrative demand and directing (supervision) as an administrative demand had the highest significant positive relationship on the teacher performance in selected secondary schools. The study recommends that school leaders need to develop a school strategic plan that clearly streamline school objectives in collaboration with teachers’ responsibilities to be achieved within school premises, and areas of further research were suggested.
SOCIO-ECONOMIC STATUS AND GIRL CHILD EDUCATION ATTAINMENT IN SELECTED SECONDARY SCHOOLS IN RUHINDA-NORTH COUNTY, MITOOMA DISTRICT
(UGANDA CHRISTIAN UNIVERSITY, 2025-10-06) MATSIKO MAKUNDU NAZARIOUS
This study examines the factors influencing girl-child education in selected secondary schools in Ruhinda North County, Mitooma District, with a particular focus on socio-economic, cultural, and institutional barriers that impact their educational attainment, retention, and completion rates. The research questions that guided the study were: What is the influence of household income on girls' educational attainment in Ruhinda North County? What is the effect of family dynamics on girls’ education attainment in Ruhinda North County?, and What is the impact of access to resources on girls’ education attainment in Ruhinda North County?. Employing a quantitative approach, the study analyzed data on dropout rates, school enrollment, and completion figures from 2017 to 2022. The data analysis for this study was conducted using the Statistical Package for the Social Sciences (SPSS). Descriptive statistics were employed to summarize and present the key characteristics of the study population. To further address the research questions, inferential statistical techniques were applied. The findings reveal that financial constraints, household responsibilities, and sociocultural norms, such as early marriages and gender biasness are significant barriers to girls’ education in the region. Additionally, long distances to school, lack of infrastructure, and poor health and nutrition have also exacerbated these challenges. The analysis also highlights the importance of parental support, community involvement, and teacher encouragement in enhancing girls' educational outcomes, although these factors are insufficient to overcome the broader systemic barriers. The study concludes with recommendations to improve educational outcomes for girls, including the provision of financial support, the creation of safe and gender-sensitive learning environments, and the improvement of school infrastructure and transport systems. These interventions are aimed at addressing the socio-economic and cultural barriers to girls' education, fostering a more equitable educational landscape in Ruhinda North, Mitooma District.
CONFLICT MANAGEMENT AND ACADEMIC MANAGEMENT IN EDUCATIONAL INSTITUTIONS
(Uganda Christian University, 2025-09-24) NAKISANZE MARTHA
This study examined the relationship between conflict management and academic management in educational institutions, with specific focus on the effect of the accommodative conflict management style at Green Hill Academy Secondary School in Kampala, Uganda. The research was guided by three objectives: (i) to assess the effect of accommodative conflict management style on administrative management, (ii) to examine its effect on personnel management, and (iii) to establish its effect on stakeholder management. A cross-sectional survey design was employed, integrating both qualitative and quantitative approaches. The study population consisted of 93 individuals, including the head teacher, principals, Commitee members, teachers, students, and non-teaching staff. A sample of 75 respondents was selected using stratified, purposive, and simple random sampling techniques. Data was collected using questionnaires, interviews, and document reviews. Quantitative data was analyzed using descriptive statistics, Pearson correlation, and regression analysis through SPSS, while qualitative data was subjected to thematic and content analysis. Reliability and validity of instruments were ensured through expert judgment, pilot testing, and statistical verification, yielding a Cronbach’s Alpha coefficient of 0.721. The study achieved an overall response rate of 93%, which was deemed adequate for meaningful analysis. The findings revealed that the accommodative conflict management style has a strong and positive influence on academic management at Green Hill Academy. In terms of personnel management, the approach was found to promote teamwork, mutual respect, and emotional well-being among staff, creating a harmonious environment conducive to learning. However, overuse of accommodation was noted to risk unresolved issues and weakened decision-making. Regarding administrative management, the accommodative style was associated with inclusive communication, participatory decision-making, and long-term benefits such as reduced tension and stronger teamwork. Finally, in relation to stakeholder management, the approach was valued for fostering transparency, accountability, and collaboration, although excessive reliance on accommodation could lead to perceived weakness or suppressed conflicts. Overall, the accommodative style was found to be an effective tool for promoting harmony, trust, and cooperation in a school setting. Nevertheless, the findings highlighted that relying exclusively on accommodation may compromise strategic decision-making and hinder resolution of deeper conflicts. The study concludes that while the accommodative style significantly contributes to a positive academic environment, it should be applied selectively and complemented with other approaches, such as problem-solving or assertive styles, to achieve balanced and sustainable outcomes. Based on these findings, the study recommends that Green Hill Academy adopts participatory conflict management frameworks involving all stakeholders, develops gender-sensitive policies to enhance inclusivity, and prioritizes continuous professional development in conflict resolution skills. Additionally, the school should establish monitoring systems to evaluate conflict management effectiveness, integrate conflict resolution training into student programs, and develop clear institutional policies and guidelines for handling conflicts. By adopting a balanced and proactive approach, educational institutions can transform conflicts into opportunities for growth, strengthen academic management, and ensure sustainable institutional effectiveness.
INTEGRATION OF INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING OF THE LOWER SECONDARY CURRICULUM: A CASE STUDY OF IBANDA DISTRICT
(UGANDA CHRISTIAN UNIVERSITY, 2025-09-16) CHARLES KUWEREKA
Integrating technology into classroom practices remains a major challenge in the 21st century. The purpose of this study was to investigate the integration of Information and Communication Technology (ICT) in teaching the lower secondary curriculum, using Ibanda District as a case study. The study specifically examined the influence of teacher-related challenges, administrative challenges, and curriculum-related challenges (independent variables) on teaching and learning outcomes (dependent variable). A cross-sectional design with a triangulation approach was employed. The target population comprised teachers, students, and ICT coordinators, totaling 275 participants. Students were selected using simple random sampling, while teachers, administrators, and ICT coordinators were selected purposively. Data were collected through questionnaires and interview guides and analyzed both quantitatively and qualitatively. The findings revealed a strong positive correlation between teacher-related challenges and teaching and learning outcomes (r = 0.610, n = 70, p < 0.01), indicating that lack of ICT skills, training, and negative attitudes hinder effective ICT integration. Administrative challenges also showed a strong positive relationship (r = 0.816, p < 0.01), highlighting that inadequate ICT infrastructure, financial constraints, and poorly maintained facilities limit ICT use in teaching. Furthermore, curriculum-related challenges demonstrated a very strong positive correlation (r = 0.812, p < 0.01), showing that misalignment of the curriculum with ICT objectives, limited technical support, and insufficient training impede ICT integration. The study concludes that teacher-related, administrative, and curriculum-related challenges collectively affect the integration of ICT in teaching and learning in Ibanda District. It is recommended that the Ministry of Education and Sports organize regular in-service training for teachers to improve ICT skills and provide adequate infrastructure to support effective digital learning.
TEACHER MOTIVATION AND STUDENTS’ ACADEMIC PERFORMANCE IN SELECTED SECONDARY SCHOOLS IN MITYANA MUNICIPALITY CENTRAL
(Uganda Christian University, 2025-08-20) Kizito Geoffrey
The study aimed at establishing the effects of teacher motivation on students’ academic performance in selected secondary schools in Mityana Municipality, Mityana District- Central Uganda. The study objectives included: to examine the effect of teachers’ monetary-based motivation on students’ academic performance, to establish the effect of teachers’ work environment on students’ academic performance, to examine the effect of teachers’ promotions on students’ academic performance, and to find out the effect of fringe benefits on students’ academic performance in selected secondary schools in Mityana Municipality. The research utilized a descriptive cross-sectional survey design, which allowed for the collection of data from a representative sample at one point in time. This design enabled efficient and cost-effective data collection, with both quantitative and qualitative methods used to gain a comprehensive understanding of the research problem. The study population was administrators (head teachers, deputy head teachers and directors of studies), students, Chairperson Board of Governors and teachers, totaling to 175. These were selected using purposive and a simple random sampling. The study revealed that there was a strong positive correlation between teachers’ monetary-based motivation and students’ academic performance in selected secondary schools in Mityana Municipality where salary increment lead to teachers’ involvement in assessment, and school offers cash prizes especially when students perform well. The study also revealed that there is a strong positive relationship between teachers’ work environment and students’ academic performance in selected secondary schools in Mityana Municipality. The study further revealed that there is a very strong positive correlation between teachers’ promotions and students’ academic performance in selected secondary schools in Mityana Municipality. This suggests that teachers’ promotion has a positive impact on students’ academic performance, especially when teachers take duties and responsibilities willingly without grudging. The study finally revealed that there was a strong positive correlation between teachers’ monetary-based motivation and students’ academic performance in selected secondary schools in Mityana Municipality. This implies that any attempt where teachers are given overtime allowances, they tend to have high syllabus content coverage. Salary increment leads to teachers’ involvement in assessment, and school offers cash prizes especially when students perform well. The study concluded that there is for secondary schools to get financial support from the government and development partners so as to further increase salaries and allowances of teachers so as to cope up with the increasing social and economic demands of nature thus able to fully concentrate in work for effective teachers’ job commitment. Teachers should be paid for the extra time spent on the field study work so as to make them feel well at work; and areas of further research were suggested.
HEAD TEACHER’S SUPERVISORY ROLE AND TEACHER PERFORMANCE IN GOVERNMENT AIDED PRIMARY SCHOOLS IN JINJA DISTRICT, UGANDA
(UGANDA CHRISTIAN UNIVERSITY, 2025-08-08) NABAWANGA HELEN
The study investigated the relationship between head-teacher’s supervisory role and teacher performance in government-aided primary schools in Jinja District-Uganda. Explicitly, the relationship between head-teacher’s instructional supervision; head-teacher’s administrative supervision, head-teacher professional development supervision and teacher performance in government-aided primary schools in Jinja District was sought by this study. The continuous poor teacher performance in government-aided primary schools prompted this study. This study adopted a cross-sectional survey design, drawing on quantitative as well as qualitative research approaches with a sample size of 259 (including 248 teachers, 10 head teachers, and 1DEO). Purposive sampling, simple random sampling and census inquiry techniques were adopted for the study. Instrument for data collection adopted were the questionnaire and the interview guides. Data were analyzed using SPSS software version 23 with a focus on correlation and regression analyses. Qualitative data were analyzed using the verbatim method where direct quotes relevant to study objectives were captured from data set. The study findings revealed: i) a positive, statistically significant but a strong relationship between head-teacher’s instructional supervision and teacher performance in government-aided primary schools (r= 0.640** p > 0.05); ii) a statistically significant but moderate relationship between head-teacher’s administrative supervision and teacher performance in government-aided primary schools (r= 0.423** p > 0.05); and iii) a statistically significant but weak relationship between head-teacher’s professional development supervision and teacher performance in government-aided primary schools (r= 0.187** p > 0.05) in Jinja District. The researcher concluded that: teachers using good teaching methods, carrying out daily assessment, and evaluation of learners; time tabling, resource allocation and mentorship, are critical steps to improve teacher performance in government-aided primary schools. The study recommends that Head-teachers should regularly organize and facilitate ongoing professional development workshops and seminars to equip teachers with updated pedagogical skills, innovative teaching methods, and subject-specific knowledge.
EXPLORING THE INFLUENCE OF TEACHER SUPERVISION ON EFFECTIVE TEACHING AND LEARNING IN PUBLIC SECONDARY SCHOOLS IN MASINDI DISTRICT, UGANDA
(UGANDA CHRISTIAN UNIVERSITY, 2025-08-12) KATUSIIME JACKSON
Supervision in schools is a fundamental process aimed at providing professional support to teachers and enhancing instructional quality for effective teaching and learning. This study examined “The Influence of Teacher Supervision on Effective Teaching and Learning in Public Secondary Schools in Uganda: A Case Study of Masindi District.” Specifically, the study sought to: (i) identify teacher supervision practices conducted in public secondary schools in Masindi District; (ii) examine the influence of lesson observation on teachers’ performance; and (iii) assess the influence of instructional supervision on effective teaching and learning. A qualitative case study design was adopted to enable an in-depth exploration of the phenomena within its real-life context. Using a purposive sampling technique, data were collected from 90 participants comprising head teachers, deputy head teachers, and classroom teachers from selected public secondary schools. Semi-structured interview guides and documentary analysis were the primary tools for data collection, allowing for rich, contextualized insights into supervisory practices and experiences. Findings revealed that teacher supervision in Masindi District was largely minimal, with variation in the frequency and quality of its implementation. Where present, supervision fostered teacher enthusiasm, encouraged adherence to professional responsibilities, and was facilitated through tools designed at the school level or provided by the Ministry of Education and Sports. Lesson observations were typically scheduled at least once per term, complemented by irregular classroom visits. Collaborative supervision—such as joint preparation of schemes of work and lesson plans—enhanced teamwork, professional knowledge sharing, and pedagogical improvement. Additionally, head teachers’ leadership practices, including delegation, communication, and problem-solving, were instrumental in fostering shared responsibility for instructional improvement. The study concludes that while existing supervision practices have the potential to improve teaching and learning, their impact is constrained by inconsistency, irregularity, and limited follow-up. It recommends strengthening performance appraisal systems, institutionalizing collaborative planning between head teachers and teachers, and enhancing the developmental focus of supervision. Suggestions for further research were made to explore the influence of supervision across different educational contexts and to examine its relationship with student learning outcomes in greater depth.
CO-CURRICULAR ACTIVITIES AND STUDENTS’ ACADEMIC PERFORMANCE IN SELECTED SECONDARY SCHOOLS IN RUHAAMA COUNTY, NTUNGAMO DISTRICT
(Uganda Christian University, 2025-08-13) Abias Kasasira
This study examined the effects of participation in co-curricular activities on student’s academic performance in selected secondary schools in Ruhaama County, Ntungamo District, Uganda and explored the influence of various demographic and home background factors on this participation. It also established the correlation that exists between co-curricular activities’ participation and students’ academic outcome. The study was guided by three primary objectives: 1. Assessing the impact of demographic factors such as age and class on students’ academic performance. 2. Evaluating how students' home backgrounds including parental marital status, education, and socioeconomic status affected their academic performance. 3. Determining the relationship between co-curricular activities’ participation and learners’ academic performance. By using a mixed-method approach, the research analyzed quantitative data through statistical tests and correlation analysis to address the hypotheses that demographic factors and home backgrounds did not significantly influence co curricular participation, and that participation did not significantly affect academic performance. The findings revealed that while demographic factors like age and academic class were significant predictors of co-curricular participation, other factors such as gender, parental marital status, and socio-economic background did not have a substantial impact. The study concluded that there is significant positive relationship between co-curricular activities’ participation and better learners’ academic outcome. The study recommends that it is essential for schools to provide financial support or subsidies for students from low socio-economic backgrounds; and areas of further research were suggested.
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.

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