Browsing by Author "Kaweesi, Muhamadi"

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Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda
(Interactive Learning Environments, 2024-07-21) Muweesi, Charles; Kintu, George; Mugenyi, Disan Kuteesa; Kaweesi, Muhamadi; Sserwadda, Lawrence; Nabateregga, Judith; Shizhou, Lou; Mugagga, Anthony Muwagga; Kaahwa, Yuda Taddeo
This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.
Role of higher education institutions' capacity building programs in promoting transnational education in Uganda : a case of Makerere University
(Higher Education quaterly, 2026-01-26) Muweesi, Charles; Nabukalu, Aisha; Kaahwa, Yuda Taddeo; Sserwadda, Lawrence; Kaweesi, Muhamadi; Mugenyi, Disan Kuteesa; Mugagga, Anthony Muwagga
The study on The Role of Higher Education Institutions' capacity-building programs in Promoting Transnational Education (TNE) in Uganda focuses on both host and home institutions. The research aimed to assess the impact of TNE, investigate challenges affecting its sustainability, and suggest strategies for improvement. A qualitative exploratory design was adopted, wherein data were collected from university administrators, lecturers, and student leaders at Makerere University. Their responses were coded, transcribed, and analysed thematically. Findings revealed that TNE plays a significant role in expanding access to higher education by offering students international learning opportunities, enhancing academic advancement, and providing global exposure, thereby improving education quality. However, challenges such as inadequate funding and regulatory inconsistencies hinder the long-term sustainability of TNE programs. The study concludes that Transnational Education is instrumental and fundamental in transforming the host university's infrastructure and technology, on top of promoting quality education. The study recommends increased government funding for local universities, through grants, subsidies, and policy incentives, to improve their competitiveness in the TNE space. Additionally, the National Council for Higher Education (NCHE) should establish clear regulatory frameworks to harmonise TNE policies, ensuring quality education and supporting the sustainability of both host and home institutions in Uganda.
Supportive leadership and psychological safety of teachers in secondary schools in Kayunga District, Uganda
(Interdisciplinary Journal of Education, 2026-07-31) Mugizi, Wilson; Rwothumio, Joseph; Nakirya, Sylivia; Kaweesi, Muhamadi
Psychological safety is increasingly recognised as an important factor in promoting teachers’ wellbeing, collaboration, and effectiveness in schools. In secondary schools, head teachers’ supportive leadership practices may influence the extent to which teachers feel psychologically safe in their work environment. Therefore, this study investigated how head teachers’ supportive leadership influenced psychological safety of teachers in secondary schools in Kayunga District, Uganda. Specifically, the study examined the influence of supportive leadership in terms of empowerment, inspiration, fair treatment and recognition on psychological safety of teachers. Using the quantitative approach, the study employed correlational research design. Data were collected from a sample of 209 teachers using self-administered questionnaire. Using structural equation modelling (SEM), recognition, inspiration and fair treatment had a positive significant influence on psychological safety of teachers. However, empowerment had a positive but statistically insignificant influence. The study concluded that empowerment does not fundamentally influence teachers’ psychological safety in secondary schools in Uganda, fair treatment plays a significant role in enhancing teachers’ psychological safety, inspirational leadership significantly promotes psychological safety among teachers, and recognition is necessary to enhancing psychological safety among teachers. The study recommended that head teachers should strengthen empowerment-oriented leadership practices, ensure fair treatment in handling of teachers, deliberately adopt inspirational leadership practices, and institutionalise teacher recognition systems that consistently acknowledge teachers’ efforts and contributions. The study provides practical insights for school administrators and education policymakers on leadership practices that can improve overall school environment, strengthening teachers’ psychological safety.