Master of Education (Planning and Administration)

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https://hdl.handle.net/20.500.11951/807

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    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.
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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.