Master of Education in Administration & Management

Permanent URI for this collectionhttps://hdl.handle.net/20.500.11951/1802

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    Teachers' experiences and perceptions of support supervision in secondary schools in Gulu district, Northern Uganda
    (Uganda Christian University, 2026-05-07) Jackline Akello
    This study investigated how support supervision affects teachers' performance in Northern Uganda. The study was carried out in selected secondary schools in Gulu District. The study was guided by three specific objectives that is to say; to evaluate the status of support supervision in secondary schools in Gulu District, to analyze the level of teachers’ performance in secondary schools in Gulu District and to examine the relationship between support supervision and teachers’ performance in secondary schools in Gulu District. The study employed a phenomenological research design to deepen understanding of participants’ lived experiences of support supervision and its influence on teacher performance. The researcher purposively engaged key education stakeholders in Gulu District, including headteachers, teachers, chairpersons, members of the Board of Governors (BOG), and District Education Officers. Semi-structured interviews were conducted with headteachers and District Education Officers, while focus group discussions (FGDs) were held with PTA members and teachers. The findings indicate that support supervision in Gulu District’s secondary schools is characterized by a system that is formally structured yet applied unevenly. Teacher performance across the district is generally moderate, though it shows a consistent upward trajectory. Teachers were assessed primarily through four core indicators: preparation of teaching and learning materials, punctuality and regular attendance at work, sustained and systematic student assessment, and active engagement in co-curricular activities. Overall, the study established a strong and meaningful relationship between support supervision and teacher performance. The study concludes that, although a structured framework exists—anchored by District Education Officers (DEOs), head teachers and principals—the implementation is frequently undermined by logistical constraints, irregular follow-up, and limited resources. Consequently, there is a need to increase funding and to strengthen logistical support for district-level supervision activities, with particular emphasis on rural schools. This should include provision of transportation for supervisors and deployment of digital tools to enable real-time feedback, thereby promoting consistent and equitable support across all regions of the country.
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    A case study on factors influencing teacher prepardness to support students with special needs in inclusive classrooms at Harmony Academy in Kampala
    (Uganda Christian University, 2026-04-21) Rosyelene Ampumuza
    This study examines factors influencing teacher preparedness to support students with special needs in inclusive classrooms at a primary school in Kampala. The study aims to assess how training and other contextual factors impact teachers’ readiness to effectively address diverse learning needs. A qualitative case study design was adopted, with data collected through interviews and focus group discussions involving primary school teachers. Thematic analysis was used to interpret the findings. Results indicate that although some teachers have received training, gaps remain in practical implementation, confidence, and ongoing professional support. The study concludes that continuous professional development and structured support systems are essential to enhance teacher preparedness in inclusive classroom settings.
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    Influence of Leadership Styles Practices in Higher Education Administration: A Case Study of Mountains of the Moon University
    (Uganda Christian University, 2025-10-27) Harriet Eseza Kisembo
    Back ground; Globally Universities need to implement management procedures with the application of flexible leadership styles to improve the high education performance. The study focused on how leadership styles affect the management of higher education, particularly at Mountains of the Moon University (MMU). Purpose of the study: To examine how three different leadership philosophies; autocratic, democratic, and laissez-faire affect different facets of university management. Methodology: Adopted a mixed cross-sectional explanatory sequential approach, addressing a population of 274 respondents, including Faculty heads and Deans, lecturers, and non-teaching personnel. Data collection methods include surveys and interviews, with analysis conducted using both quantitative and qualitative approaches. Study findings: Findings indicated mixed perceptions on leadership styles adopted, majority of the respondents (58.1%) agreed democratic leadership positively influenced student behavior. (51.2%) in agreed on employees to remain at the university and (53.5%) disagreed on contributes positive attitude towards the institution. Most (53.5%) agreed autocratic leadership style guiding employees towards organizational goals, (55.8%) agreed it creates hostility, non-cooperation, and resentment toward administrators and 14.0% were unclear on connection between productivity monitoring. Majority (49.8%) disagreed laissez-faire leadership leads to their work loyalty or dedication and 40.5% disagreed on the style retains academic staff at MMU. Interview findings shown democratic leadership contributes to healthier organizational climate, interpersonal relationships and teamwork. Laissez-faire leadership aids monitoring staff compliance to new assignments and give way to innovative problem-solving and creativity. Autocratic leadership ensures uniformity, minimizes delays, and avoids confusion, which is crucial in achieving institutional goals. Conclusion: applying democratic leadership fosters inclusive innovation, adopting autocratic leadership achieves schedule compliance and discipline whereas Laissez-faire is useful in empowering highly skilled and motivated staff if balanced with clear expectations, and follow-ups. Recommendation; University administrators apply both democratic, autocratic and laissez- faire based on situational demand and results needed to be produced.
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    Exploring Schools’ Capacity to Implement Vocational Subjects in the Revised Lower Secondary Curriculum in Kyengera Town Council in Central Uganda
    (Uganda Christian University, 2025-10-07) Joseph Jjemba
    The research focused on exploring schools’ capacity to implement vocational subjects in the revised lower secondary school curriculum in selected secondary schools in Kyengera Town Council. The study was guided by the following objectives; finding out how financial resources influence implementation of vocational subjects in the revised lower secondary school curriculum, examining professional development aspects affecting implementation of vocational subjects in the revised lower secondary school curriculum, and assessing the extent to which administrators support the implementation of vocational subjects in the revised lower secondary school curriculum in Kyengera Town Council. The study employed a cross-sectional survey design, with both quantitative and qualitative approaches. Data was collected by use of questionnaire, and interview from 86 respondents. Findings of the research revealed that there was a strong positive correlation (r = .630, n=70, p< .01) between financial resources and implementation of vocational subjects in the revised lower secondary school curriculum in Kyengera Town Council. This implies that any attempt where schools have adequate financial resources, school’s physical facilities ultimately enable students’ vocational learning achievements, school involves parents in vocational education e.g. paying fees and buying requirements, and school plans for financing the desired vocational subjects’ activities. It also revealed that there is a strong positive relationship between professional development aspects and implementation of vocational subjects in the revised lower secondary school curriculum in Kyengera Town Council (0.814). In practical terms, this means that teacher professional development for vocational subjects in the NLSC requires a lot of training, teachers’ productivity arises from TPD aspects and can be boosted if given ample time. It finally revealed that there is a very strong positive correlation (r = 0.817, p < 0.01) between administrators support and the implementation of vocational subjects in the revised lower secondary school curriculum in Kyengera Town Council. The results suggest that the implementation of vocational subjects in the revised lower secondary school curriculum is highly associated with the secondary schools having administrators support. The study concluded that schools’ capacity has a positive influence to the implement vocational subjects in the revised lower secondary school curriculum in selected secondary schools in Kyengera Town Council. The study recommends that recruited teachers for the vocational subjects to regularly attend continuous staff development and provide them with some instructional materials; and areas of further research were suggested.