Department of Education Planning and Management
https://hdl.handle.net/20.500.12504/18
2024-03-28T23:57:23ZTime management strategies and job performance among teachers in private catholic founded secondary schools in wakiso district
https://hdl.handle.net/20.500.12504/1647
Time management strategies and job performance among teachers in private catholic founded secondary schools in wakiso district
Ivan, Kibirige Emmanuel
This study set out to explore the relationship between time management strategies and job performance among secondary school teachers of Wakiso district. The guiding objectives included examining: i) how teachers manage the critical time resource, ii) teachers' level of skills
in time management, iii) how teachers allocate time in performing their responsibilities, and iv) establishing whether a relationship exists between time management strategies and job performance.
A total of 250 participants (teachers) were selected through stratified random sampling from the population of staff in the selected schools. The study employed the causal comparative design for the first three objectives and the correlational design for the fourth objective. Data were collected using a 60-item time management questionnaire adapted from Britton and Tesser's ( 1991) and
Olmstead and Associates Legal Management Consultants (2005). Hypotheses 1 -3 were tested at
0.05 level of significance while hypothesis 4 was tested at 0.01 level of significance. The
Statistical Package for Social Sciences (SPSS 10) was used to computerize the data. Thereafter, both descriptive (means and standard deviations) and inferential statistics (t-test, chi-square,
ANOVA and Pearson's correlation) were used to analyze the data.
The findings revealed a moderate positive relationship between time management strategies and teachers' job performance. Each of the measures of time management strategies contributed to the relationship. However, time management practices contributed more to the relationship
(1= 0.45, p<0.05), followed by time management skills (r=0.40, p<0.05) while time allocation was the least contributor to the relationship (r=0.37, p<0.05). It was therefore, concluded that although teachers' time management strategies contribute to the way they perform their work, there are other factors to that end.
Basing on the findings of this study, it was recommended that other studies could set off to establish other factors contributing to teachers' job performance. Again, there is need to consider for study secondary schools other than private Catholic founded ones in order to compare where governing policies may differ.
xii, 67 p. ;
2011-01-01T00:00:00ZFinancial status and completion rate of undergraduates in art and industrial design in Uganda's universities: a case of Kyambogo University
https://hdl.handle.net/20.500.12504/1638
Financial status and completion rate of undergraduates in art and industrial design in Uganda's universities: a case of Kyambogo University
Samuel, Kidega
Financial status and completion rate of undergraduates in Art and Industrial Design in
Uganda's Universities, a case of Kyambogo University. The University admits students on merit to pursue Art and Industrial Design courses at undergraduate level with hope of completion on time. However, the present statistics indicates how completion rate is low due to many factors; hence this study which singled out the effects of financial status and completion rate of undergraduates.
Objectives of the study which were to find out challenges to completion rate of Art and
Industrial Design courses, to identify nature of financial challenges to completion rate, to assess impact of financial challenge to completion rate of Art and Industrial Design and suggest various ways of handling the financial challenges in order to enhance completion rate.
Conclusions and recommendations from the collected and analyzed data revealed that finance is a major challenge to completion rate of Art and Industrial Design courses of undergraduates, although there are other challenges like social, health problems and academic reasons among the factors that affect students' completion rate in time apart from finance and the recommendations are students should be sensitized about the cheap local materials to be used, lecturers should create good working relationship and the government should also support students financially in their studies, reduction in tuition and downsizing of programs so that they can meet the financial status of students.
viii, 82 p. : ill. (some col.) ;
2013-08-01T00:00:00ZStake holders' perception of the determinants of students' choice and enrolment into vocational education in Kampala and Mpigi districts of Uganda
https://hdl.handle.net/20.500.12504/1633
Stake holders' perception of the determinants of students' choice and enrolment into vocational education in Kampala and Mpigi districts of Uganda
Christopher, Kiwanuka Makumbi Bakulubazibu
xii, 77 p. ;
2011-12-01T00:00:00ZParticipatory decision making and teacher commitment in selected secondary schools in Makindye urban council, Kampala district
https://hdl.handle.net/20.500.12504/1631
Participatory decision making and teacher commitment in selected secondary schools in Makindye urban council, Kampala district
Samalie, Nakitto
The study investigated the relationship between Participatory Decision Making and
Teacher Commitment in Secondary Schools in Makindye Urban Council, Kampala District. The study was guided by the research objectives which included; to investigate the relationship between collaborative decision making and teacher commitment, to examine the relationship between democratic decision making and teacher commitment and to find out the relationship between consensus decision making and teacher commitment in secondary schools. The study utilized a cross sectional survey design which was both descriptive and quantitative in nature.
The study utilized both quantitative and qualitative approaches. The quantitative approach used self-administered questionnaires which were directed to secondary school teachers and qualitative approach used interview guides were directed to head teachers, directors of studies, heads of departments and deputies. The population included the teachers, head teachers, deputies, and heads of departments and directors of studies who were conveniently and purposively selected. The study found out that democratic decision making through meetings enhanced teacher commitment in secondary schools of Makindye Urban Council. From the study, it was found out that democratic decision making had a significant relationship on teacher commitment in secondary schools of Makindye Urban Council. This was proved by Pearson Correlation results, (r = 0.0331, p = 0.001) which indicated a significance in one of the findings.
While collaborative and consensus decision making showed no significant relationship on teacher commitment which was proved by Pearson Correlation results(r= 0.101, p =0.319 and r =
0.194, p = 0.053). The study concluded that there was a significant relationship between democratic decision making and teacher. Commitment though no significant relationship between collaborative, consensus and teacher commitment in Makindye Urban Council Secondary Schools. The study recommended that head teachers should truly involve teachers in decision making at all levels and times. This could be done through involving teachers in all school committees at all levels like finance, disciplinary, security, academic, procurement and welfare.
It can also be done through meetings at a group or individual levels.
xiii, 74 p. ;
2015-12-01T00:00:00Z