Master of Education in Administration & Management

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

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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.