UCU Digital Institutional Repository(UCUDIR)

Welcome to the Uganda Christian University Digital Institutional Repositoy (UCUDIR). This is the University's official Institutional Repository. It aims to collect, preserve and showcase the intellectual output of staff and students of UCU. This growing collection of research includes peer-reviewed articles, book chapters, working papers, theses, and more.

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Now showing 1 - 5 of 8

Recent Submissions

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SCHOOL MANAGEMENT PRACTICES AND TEACHERS’ ATTITUDE TOWARDS TEACHING IN SECONDARY SCHOOLS IN BUDAKA DISTRICT, UGANDA
(Uganda Christian University, 2025-09-28) WANDERA ROBERT
This study investigated School Management Practices and teachers’ attitude towards teaching in selected secondary schools in Budaka district Uganda. The specific objectives of the study were; To examine how Supervision, Planning and Motivation affect teachers’ attitude towards teaching in selected secondary schools in Budaka district. The study employed a descriptive research design with quantitative and qualitative approach. The study sample was drawn from a population of 101 participants who included District Education Office (DEO) 05, SMC chair persons 10, Head teachers and deputies 26, and teachers 60 of which the sample size was DEO 05, SMC Chair persons 10, Head teachers and deputies 24, and teachers 55 totaling to 94 respondents. The study applied questionnaires and key informant interview guide as instruments of data collection. Quantitative research design considered an Empirical investigation of social phenomena via statistical graphs, tables, frequencies, percentages, overall means and some numerical data and theories pertaining to phenomenon. Qualitative approach was adopted because the study looked at the various aspects of teachers’ attitude towards teaching. Data was obtained, analysed and a meaningful generalization made to the entire district in both quantitative and qualitative measures. The major findings from this study showed that School Management Practices which are broken down into; Supervision, Planning, and Motivation, have a significant effect on teachers’ attitudes towards teaching. Supervision, Planning and Motivation were found to be significant. They showed that School management practices have a significant effect on teachers’ attitudes towards teaching given supervision obtained a mean score of 38.05 agree; Planning obtained 30.60 mean score which was moderate response rate and motivation obtained 29.20 mean score. Nevertheless, the response on the teachers’ attitude revealed that 40.53 agreed, 5.53 neutral while 53.61 disagreed implying that teachers have negative attitude towards teaching, in summary, school management practices contribute to teachers’ attitudes towards teaching and the attitude of teachers is low as per the mean score obtained at 53.61.
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ORGANIZATIONAL STRUCTURE AND TEACHER PERFORMANCE IN GOVERNMENT AIDED SECONDARY SCHOOLS IN NGORA DISTRICT
(Uganda Christian University, 2025-09-30) AKITENG STELLA
The study sought to establish the effect of organizational structure on teacher performance in government secondary schools in Ngora district. The study was guided by three specific objectives: to examine the effect of chain of command on teacher performance, to establish the effect of span of control on teacher performance, to examine the effect of delegation on teacher performance in government-aided secondary schools in Ngora District. The study used a descriptive survey design with quantitative and qualitative approaches. The study population consisted 251 teachers, 8 head teachers, 4 District Inspectors of Schools, and a District Education Officer in Ngora district from which a sample size of 152 was derived. The sampling techniques included purposive and simple random sampling. The data collection instruments were a questionnaire and an interview guide. Quantitative data was analyzed using descriptive statistics and Regression analysis, while Interpretative Phenomenological Analysis was employed to examine the qualitative data. The study results exhibited that chain of command has a positive and significant effect on teacher performance as reflected by the findings R square value of 0.262 (26.2%) and an ANOVA P value of 0.000, the span of control has positive and significant effect on teacher performance as shown by R square value of 0.220 (22.0%) and an ANOVA P value of 0.000, delegation has a positive and significant effect on teacher performance as portrayed by R square value of 0.329 (32.9%) and an ANOVA P value of 0.000. The study concludes that chain of command, span of control, and delegation each have a positive and statistically significant effect on teacher performance in lesson preparation, classroom management, and instructional delivery in government-aided secondary schools in Ngora District. However, their effectiveness is undermined by systemic challenges such as centralized decision-making, supervisor overload, and weak accountability and communication structures. The study recommends that the Ministry of Education and Sports to enhance the implementation of enforcement and decentralization policies.
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The Lived Experience of Mothers whose Newborns are Hospitalized with Congenital Anomalies in a Tertiary Hospital in Central Uganda
(Uganda Christian University, 2025-10-17) Joseph Olimporera
Background/Purpose: There is minimal literature in Uganda that describes mothers’ experiences of caring for their hospitalized newborns with congenital anomalies. Mothers who give birth to newborns with congenital anomalies often experience untold stress, worry, and fear of losing their newborns to the anomalies. The purpose of this study was to explore the lived experience of Ugandan mothers’ whose newborns are hospitalized as a result of the congenital anomalies. Theoretical/Conceptual Framework: Descriptive phenomenology as postulated by Edmund Husserl, was used to explore and describe the universal character of the mothers’ lived experience during their newborns’ hospitalization, and the meaning they attributed to it. Descriptive phenomenology emphasizes the application of a researcher’s objective mind to unravel the universal nature of a particular lived experience. Method: This qualitative study purposively sampled participants until saturation plus one more was reached. Nine eligible mothers who had their newborns hospitalized with congenital anomalies were sampled. A semi structured interview guide was used to probe the mothers’ experiences during their newborns’ hospitalization. The interviews were audio recorded and later transcribed verbatim for analysis using the Colaizzi method of qualitative data analysis. Results: The study reveals several significant factors that pertain to the lived experience of mothers whose newborns are hospitalized with congenital anomalies. Three major themes and fifteen subthemes emerged from the mothers’ narratives of their experiences. The major themes were mixed feelings and emotions, healthcare concerns and responsibilities, and participants’ support system and support needs. The sub-themes were feeling shocked, feeling worried, feeling scared, first time experiences, unknown cause of the anomalies, anticipation of blame, financial woes, pregnancy concerns, the load of care giving responsibilities, faith with hope during hospitalization, familial support, peer support, relationship with the nurses, and support needs. Conclusion: The hospitalization of newborns with congenital anomalies requires nurses to not only take care of the sick babies, but also pay close attention and care to their mothers during hospitalization. Nurses were crucial in providing and influencing the care mothers received, to reduce their physical and emotional vulnerability during their newborns’ hospitalization. Recommendations: Nurses should actively involve mothers in the care of their newborns by teaching how to bathe, feed, and bond with the babies, while also clarifying medications and treatment plans, as well as sharing with them the necessary information about congenital anomalies. Evaluating the mothers’ mental well-being and supporting them to cope with their newborns’ hospitalization can boost their emotional resilience and care-giving confidence to perform their maternal roles towards their hospitalized newborns. Keywords: Mothers’ Lived Experience, Newborns, Congenital anomalies, Family Centered Care, Descriptive Phenomenology, Colaizzi Data Analysis Method
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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.
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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) JJEMBA JOSEPH
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.