Browsing by Author "Arineitwe, Phiona"

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Institutional Support and Teacher Competence in Government-Aided Secondary Schools in South Western Uganda
(East African Journal of Education Studies, 2024-12-05) Arineitwe, Phiona; Kasule, George Wilson; Mayengo, Nathaniel
This study examined the influence of institutional support on teacher competence. In particular, the study investigated whether the influence of induction, continuous professional development and rewards had a significant influence on teacher competence in government-aided secondary schools. This quantitative study used correlational research. Data were collected from a sample of 329 teachers from secondary schools in southwestern Uganda. Data were analysed using partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4. The findings revealed that induction, continuous professional development, and rewards have a positive and significant influence on teacher competence. Based on the findings, it was concluded that induction, continuous professional development and rewards are important for teacher competence development. Therefore, it was recommended that The Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates the development of teacher competence through induction, continuous professional development, and rewards. The practical contribution of the study is that it identifies institutional factors that can help to promote teacher competence.
Institutional support, organisational learning and teacher competence in government-aided secondary schools in south western Uganda
(Kyambogo University (Unpublised work), 2025-11) Arineitwe, Phiona
The study examined the influence of institutional support on teacher competence as mediated by organisational learning in government-aided secondary schools in south western Uganda. Specifically, the study investigated the influence of institutional support on teacher competence, sought to establish the influence of institutional support on organisational learning, to determine the influence of organisational learning on teacher competence and to test the mediating effect of organisational learning on the influence of institutional support on teacher competence in government-aided secondary schools in south western Uganda. Guided by the positivist paradigm, the study adopted a quantitative approach and employed a cross-sectional research design. Data were collected from a sample of 329 teachers using a self-administered questionnaire. The data were subsequently analysed using descriptive statistical methods and Partial Least Squares Structural Equation Modelling (PLS-SEM), an advanced statistical technique used to examine complex relationships between variables. PLS-SEM results revealed that institutional support had a positive and significant influence on organisational learning, institutional support had a positive significant influence on teacher competence, and organisational learning had a positive and significant influence on teacher competence. The mediation results revealed that the influence of institutional support on teacher competence was positively and significantly mediated by organisational learning. With both the direct and indirect influence being positive and significant, organisational learning fully mediated the influence of institutional support on teacher competence. The study's findings led to the conclusion that institutional support is important for the development of teacher competence, institutional support is essential for organisational learning, and and organisational learning plays a crucial role in supporting teacher competence by facilitating institutional support. The study recommended that the Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates development of teacher competence through induction, continuous professional development, and rewards. The Ministry of Education and Sports, head teachers, and other stakeholders, including Boards of Governors, should establish institutional support crucial for organisational learning through continuous professional development and rewards. Head teachers should implement organisational learning, specifically continuous learning and dialogue and inquiry, to promote teacher competence; and head teachers should implement institutional support practices that foster organisational learning to enhance teacher competence.
Organisational learning and teacher competence in Ugandan government-aided secondary schools
(East African Journal of Education and Social Sciences, 2025-06-01) Arineitwe, Phiona; Kasule, George Wilson; Mayengo, Nathaniel
This study examined the influence of organisational learning on teacher competence. Organisational learning was studied in the context of continuous learning, dialogue and inquiry, and team learning while teacher competence covered ethical competence, pedagogical competence, subject matter competence, and assessment and evaluation. The study population consisted of 3,873 teachers from six districts. The study employed the simple random sampling technique and Krejcie and Morgan's (1970) sampling table to determine the sample of 351 teachers, who participated in the study. The study utilised the advanced partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4, to uncover the relationships between variables. The findings revealed that continuous learning and dialogue and inquiry have a positive and significant influence on teacher competence. However, continuous team learning had an insignificant influence on teacher competence. Based on the findings, it was concluded that continuous learning and dialogue and inquiry are important for the development of teacher competence. However, team learning has less significance in enhancing teacher competence. Therefore, head teachers should implement organisational learning, specifically continuous learning and dialogue and inquiry. The practical contribution of the study is that it shows how organisational learning can be used to promote teacher competence.