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.
- The Repository ingests documents, audio, video, datasets and their corresponding Dublin Core metadata
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- we also issue permanent urls and trustworthy identifiers, including optional integrations with handle.net and DataCite DOI
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- Items in this community present a concise summary of information that can help readers understand, and likely make decisions about, government policies.
Recent Submissions
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.
The Influence of Parents' Contribution on Children's Academic Achievement Among Primary Schools in Busoba Subcounty, Uganda
(Uganda Christian University, 2025-10-14) Amon Mpumwire
This study investigated the influence of parents' contributions on children's academic achievements among primary schools in Busoba sub-county, Uganda. Employing a cross-sectional design and quantitative approach, data was collected from 134 respondents (parents and teachers). The study found significant positive influences of parents' monitoring of child's learning, supporting child's learning at home, and participation in decision-making on academic achievements. Overall, these factors contributed 28.2% variance in academic achievements, leading to the conclusion that parents' contributions are crucial for children's academic success. The study recommends parental monitoring, support, and engagement in decision-making to improve academic outcomes
Stakeholder Engagement and School Performance in Government-aided Primary Schools in Northern City Division, Mbale City
(Uganda Christian University, 2025-10-31) Johnson William Magomu
The study's objective was to ascertain the impact of school stakeholder engagement to school performance in a subset of Mbale City's Northern City Division government aided primary schools. The study's three main objectives were to examine the contribution of School Management Committee to school performance in a particular Northern City Division primary school in Mbale City. to assess the contribution of Parents Teacher Association towards school performance in a subset of the elementary schools in Northern City Division, Mbale City. To establish the contribution of pupils to school performance in selected government aided primary schools in the Northern City Division of Mbale City. A descriptive research approach and a sample size of 124 respondents were employed in the study. With a p value that was 0.025 below the alpha value of 0.05 and a r value of.271, the findings of the first study objective demonstrated that, at a specific primary school, the School Management Committee had a positive link with school performance. The r square value of 0.074 indicates that the School Management Committee only makes up 7.4% of the school performance of the selected government aided schools in Northern City Division, Mbale City. This implies that there is little influence of the School Management Committee towards school performance in the selected government aided primary schools in the Northern City Division of Mbale City. The results of the second study objective showed that, in the selected government aided primary schools, the Parents Teacher's Association was associated with school performance by 0.423 with a p value of.001, which is less than the alpha value of.05. With a r value of.179, the Parents Teacher's Association only accounts for 17.9% of the school performance in the selected Northern City Division government aided primary schools in Mbale City. This shows that the Parents Teacher's Association has a little effect on school performance in Northern City Division Mbale City in government aided primary schools and is not a particularly important factor in influencing school performance in those communities. Finally, to determine the impact of pupils towards school performance in the selected government aided primary schools in the Northern City Division of Mbale City, a simple regression analysis was carried out. The results of the analysis showed that, in the selected government aided primary schools in the Northern City Division of Mbale City, there was a 55.5% association between pupils and school performance. This indicates that when pupils' contributions are raised by one unit, a subset of government aided primary schools in Mbale City's Northern City Division saw an improvement in academic achievement of 55.5%. Additionally, the study discovered that, at p=0.002, instructors' contributions account for 31.9% of school performance in a subset of government aided primary schools in Mbale City's Northern City Division. This shows that in the selected government aided primary schools in the Northern City Division of Mbale City, teacher involvement had a major impact on pupils’ achievement. In order to improve the leadership, strategic planning, and resource management abilities of SMC members, the research suggests that Mbale City implement extensive training programs. Increased PTA participation in school-related projects and support programs that directly impact student learning and performance is necessary in Mbale City.
Supportive Supervision and Teacher Performance in Selected Secondary Schools in Sironko District
(Uganda Christian University, 2025-10-21) Sandra Nakayenze
This study examined the effect of head teachers’ supportive supervision on teacher performance in selected secondary schools in Sironko District, Uganda. Guided by Herzberg’s Two-Factor Theory, the study focused on three key dimensions of supportive supervision: head teachers' supervision characteristics, supervision practices, and collaborative supervision approaches. A mixed-methods approach was employed, combining quantitative data from questionnaires administered to 175 respondents (12 head teachers and 163 teachers) with qualitative insights from interviews. Quantitative data were analyzed using descriptive statistics, Pearson correlation, and regression analysis, while qualitative data were thematically analyzed. Findings revealed a moderate positive correlation between head teachers’ supervision characteristics and teacher performance (r = 0.334, p < 0.01), suggesting that head teachers’ leadership, conflict resolution skills, and professional guidance influence teacher effectiveness. Supervision practices, including lesson observations, performance target setting, and feedback provision, also showed a significant impact on teacher performance (r = 0.303, p < 0.01). However, variations in supervision implementation and teachers' perception of supervision as punitive rather than developmental were noted as challenges. Collaborative supervision practices, such as joint decision-making and peer coaching, were less pronounced but demonstrated potential for enhancing teacher engagement. The study concludes that head teachers' supportive supervision significantly influences teacher performance, particularly in fostering instructional quality, professional growth, and accountability. It recommends strengthening professional development programs, promoting a culture of constructive feedback, and enhancing collaboration between supervisors and teachers. These findings contribute to the ongoing discourse on educational leadership and teacher effectiveness in resource-limited settings, offering practical insights for policymakers, school administrators, and educators.
Teachers’ Involvement in Decision Making and Pupils’ Academic Performance in Soroti District Primary Schools
(Uganda Christian University, 2025-10-31) Mary Goretty Ilado
This study examined the relationship between teachers’ participation in decisionmaking and students’ academic performance in primary schools in Soroti District, Uganda. Specifically, it assessed: (i) the extent to which teachers’ participation in school administration influences students’ academic performance; (ii) the effect of teachers’ involvement in instructional decision-making on the classroom learning environment; and (iii) the role of professional empowerment in promoting students’ academic performance. A descriptive-correlational research design was employed, using quantitative data collected from teachers, complemented by key informant interviews for triangulation. Data analysis involved descriptive statistics and regression analysis. Findings revealed that teachers’ participation in school administration was generally limited in crucial areas such as academic planning, policy formulation, budgeting, and committee work, with only 54.9% of teachers actively involved in decision-making at the school level. Regression results indicated a statistically significant positive relationship between teachers’ involvement in governance and students’ academic performance, suggesting that empowering teachers through participatory governance structures can enhance educational outcomes. Conversely, teachers’ involvement in instructional decision-making was found to be constrained by poor communication, inadequate consultation, limited logistical and financial support, and perceived unfairness in transfer processes. Regression analysis showed that teacher participation in instructional decision making had a small and statistically non-significant influence on the classroom learning environment, indicating the need for stronger motivational and structural supports. Regarding professional empowerment, the study found low levels of planning autonomy, minimal support for innovation, and limited involvement in curriculum implementation and accountability mechanisms, with an overall mean of 2.252, reflecting a low perception of empowerment. Regression analysis further revealed a weak and statistically non-significant relationship between professional empowerment and students’ academic performance (R² = 0.006), implying that empowerment alone does not yield substantial improvement without a supportive institutional system. The study concludes that while teachers’ participation in governance plays a critical role in improving learning outcomes, both instructional decision-making and professional empowerment require system-wide redesign to align with broader support mechanisms. The study recommends: (1) institutionalizing governance frameworks that actively involve teachers in decision making; (2) investing in the training of teacher leaders; (3) improving communication and fairness in transfer policies; (4) developing teacher-friendly transfer and support systems; and (5) aligning teacher training with classroom realities while promoting autonomy, innovation, accountability, and recognition. Collectively, these measures aim to strengthen both teacher morale and student academic performance in Soroti District primary schools.