Masters Degree Dissertations
https://hdl.handle.net/20.500.12504/78
2024-03-29T12:49:22ZFunding mechanisms and the quality of learning in primary teachers' colleges: the case of Bishop Willis Core, Iganga Uganda
https://hdl.handle.net/20.500.12504/1403
Funding mechanisms and the quality of learning in primary teachers' colleges: the case of Bishop Willis Core, Iganga Uganda
Michael, Musasizi
The purpose of this study was to establish whether there is a significant relationship
between funding mechanisms and quality of learning in the PTC in Uganda. The
study was carried out at Bishop Willis Core PTC !ganga in Eastern Uganda. Three
objectives namely; to establish the relationship between students' financial
contributions and the quality of learning; to establish the relationship between
government funding and the quality of learning; and to examine the relationship
between donor funding and the quality of learning guided this study. The sample
comprised of one principal, two deputy principals, twenty eight tutors and one
hundred and nine teacher trainees. Data was collected by use of questionnaires,
interview and document analysis. The study used both quantitative and qualitative
method to analyse the findings. The findings showed that there was a significant
and positive relationship between funding mechanisms and the quality of learning
in primary teachers' colleges. The findings revealed that increased funding enables
colleges to have enough and relevant instructional resources and motivated tutors
to work. The study recommends that government should provide means on how to
provide more funds to the Primary Teachers' Colleges so that more instructional
materials are acquired, tutors' salaries are enhanced, and more provision of more
continuous professional developments, programs effective monitoring and support
supervision.
2022-07-01T00:00:00ZSocial media usage, self-regulation and intentions to engage in risky sexual behaviors among students of Kyambogo University in Uganda
https://hdl.handle.net/20.500.12504/1225
Social media usage, self-regulation and intentions to engage in risky sexual behaviors among students of Kyambogo University in Uganda
Kakinda, Adrian Ivan
This study set out to establish the relationship between Social Media Usage, Self-
Regulation and intentions to engage in Risky Sexual Behaviours among university
students, a case study of Kyambogo University in Uganda. This study was conducted
using a correlational study design. A sample size of 370 participants was used in the
study. The respondents constituted final year students of Kyambogo University. Data
were entered in SPSS version 20 and analysed using Pearson Product Moment correlation
coefficients and regression analysis.
The study found out that there is a weak significant positive relationship between
social media usage and self-regulation (r = .203, p = 0.01), negative relationship between
self-regulation and intentions to engage in risky sexual behaviours (r = -.173, p = 0.01),
there is no significant relationship between social media usage and intentions to engage
in risky sexual behaviour (r=-.081, p<0.01). Social media usage and self-regulation are
significant predictors of intentions to engage in risky sexual behaviour, (t=0.917,
P=.000), (t=3.091, P=.002). However, the better predictor of intentions to engage in risky
sexual behaviour is self-regulation (Beta = 0.162, t=3.091, p= 0.002) among university
students. Among the recommendations, there is need for sensitisation of the students and
youth in universities on hazards of engaging in risky sexual behaviours, adopting selfregulation
as a protective factor and also sensitise students on various control measures of
social media usage, and risky sexual behaviour intentions.
Key words: Social Media Usage, Self-Regulation, Risky Sexual Behaviour
x,94p.
2021-08-01T00:00:00ZLeadership styles, employee empowerment and turnover intentions in private secondary schools : a case study of Wakiso district, Uganda
https://hdl.handle.net/20.500.12504/1224
Leadership styles, employee empowerment and turnover intentions in private secondary schools : a case study of Wakiso district, Uganda
Luyombya, Paul
The purpose of this study was to investigate the influence of Leadership styles, employee
empowerment on turnover intentions in private secondary schools in Wakiso District. The
objectives of the study were: to examine the relationship between Leadership styles and
Turnover Intentions, to assess the relationship between Employee Empowerment and Turnover
Intentions, to examine the predictive potential of Leadership styles and Employee empowerment
on Turnover Intention as well as to assess whether there is a significant difference between
Leadership styles, Employee empowerment and turnover intentions in private secondary schools.
In this Study, a quantitative approach and specifically, a cross-sectional design was used.
A stratified random sampling design was used to select respondents. The data was collected
using self-administered structured questionnaires that measured the perceptions of respondents.
Out of the targeted sample size of 302 teachers, only 298 were filled and returned making a
response rate of 98.7%. In this study, significant findings revealed that leadership styles have a
statistically significant positive relationship with turnover intentions (r=.246
*
, P<0.05). In
addition, it was found out that employee empowerment has no significant relationship with
turnover intentions (r=.213, P>0.05) in private secondary schools. Furthermore, it was found
that leadership styles and employee empowerment predicted 5.9% variation in turnover
intentions. It was recommended that head teachers and proprietors of private secondary schools
should employ appropriate leadership styles that will reduce staff turnover intentions in their
respective schools.
xi,70p.:ill
2021-10-01T00:00:00ZTeaching practices and the acquisition of job related competencies: a case of graduate teachers of Kyambogo and Uganda martyrs universities in Uganda
https://hdl.handle.net/20.500.12504/1181
Teaching practices and the acquisition of job related competencies: a case of graduate teachers of Kyambogo and Uganda martyrs universities in Uganda
Denson, Mugoya Dan
This study examined the influence of teaching practices on the acquisition of job related competencies by graduate teachers of Kyambogo and Uganda Martyrs Universities in secondary schools in Wakiso District, Uganda. The alumni of the BED programmes from KYU and UMU were preferred for this study since they have had prolonged exposure to the study variables this study investigated; and these two universities have the longest history implementing the BED programmes in Uganda. Objectives of the study were: to explore whether the BED curricula at KYU and UMU had a significant relationship with the graduate teachers’ content mastery in the subject areas; to establish the relationship between Teaching Methodology at university and acquisition of pedagogical competencies among graduates from KYU and UMU and to establish the extent to which KYU and UMU inculcate virtues required in professional practice among graduate teachers. This study used a co-relational survey design; both quantitative and qualitative approaches were used to collect data. This study used a sample of 30 alumni of the BED programme from each of the two universities teaching in 08 secondary schools in Wakiso District plus their head teachers, 02 members of the top management and 10 lecturers from each university. The alumni graduate teachers were sampled using snowball sampling technique while the members of top management in the two universities and the head teachers of the sampled schools were sampled using purposive sampling, then the lecturers from the faculties of education in the two universities were conveniently sampled. The findings revealed that there was a significant relationship between teaching methodology and acquisition of job related competences among graduate teachers while BED curricular and professional practice had insignificant relationships with acquisition of job related competences among graduate teachers. It was concluded that; the BED curricular at KYU and UMU do not significantly influence the Graduate teachers content mastery in their subject areas; while teaching methodology has a significant and positive influence on the acquisition of the pedagogical competencies among the graduate teachers of UMU and KYU; and that, to a smaller extent KYU and UMU inculcate virtues required in the professional practice among BED graduates. It was concluded that KYU and UMU administrators, staff and other stakeholders should embark on a review of the BED curricula to meet the demands of the labour market; both universities should ensure the active involvement of the key stake-holders in the curriculum review process; KYU and UMU administration should also invest more time and resources in retooling the academic staff in the area of the teaching methodology and related pedagogical aspects; KYU and UMU leadership should also invest more in the promotion of appropriate technologies to facilitate effective teaching and learning; It was recommended that; District Education Officers in collaboration with other stake holders, should organise refresher courses for practicing teachers to sharpen their knowledge and competencies in their subject areas; The MOE’s should strengthen the agencies responsible for monitoring, inspecting and support supervision of the sector in the district and country at large; and lastly graduate teachers could be encouraged to embrace continuous professional development workshops. further research, be conducted on Bachelor of Arts with education; and also that comparative studies be conducted on the Professional Teacher effectiveness among the graduates of the BED program and the Bachelor of Arts with Education program
2022-05-01T00:00:00Z