Browsing by Author "Okia, Henry Stanley"

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Minimum requirements for implementing education policies in private primary schools in kira town council in wakiso district
(Kyambogo University (unpublished work), 2009-02) Okia, Henry Stanley
The purpose of this study was to examine the implementation of education policy by private primary schools in Kira Town Council in Wakiso District. It was guided by the following objectives. To establish the extent to which private primary schools meet the minimum requirements for operating; to examine the factors affecting the implementation of education policies; to assess the proprietors' perception about the education policy and to establish community perception about the contribution of private primary schools. Participants were drawn from selected private primary schools and their communities which included 306 pupils out of 1500, 186 teachers out of 350, 44 Headteachers out of 50, 44 school proprietors out of 50, 2 education officials out of 2 and 36 community leaders out of 40. Data was collected using a combination of several instruments, which included questionnaires, interviews, observations and documents. The cross-sectional design which included both qualitative and quantitative methods was used. The major findings include: • The Ministry of Education has clearly stipulated basic requirements and minimum standards which must be followed to establish schools. • Most private primary schools mainly meet pedagogical and resource requirements and very few meet co-curricular requirements. • The mushrooming private primary schools have been due to the need to provide quality education and the increase in the number of pre-primary leavers. • Major factors affecting the implementation of education policy include lack of finance, inadequate incentives and rigidity of school proprietors. • The basic strategies to improve the implementation of the policy would include government facilitation, improved supervision and offering tax incentives.
Status of support supervision and performance of primary school teachers in Uganda: a qualitative perspective
(International Journal of Education and Social Science Research, 2021-06) Okia, Henry Stanley; Naluwemba, Esther Frances; Kasule, George Wilson
Support supervision is critical in the performance of primary school teachers and learners. For primary school teachers to effectively fulfill their tasks, they need professional development-oriented support supervision. This paper explored expert views from education administration in the four districts of Teso sub region of Soroti, Bukedea Serere and Amuria. Information was provided by 34 respondents who included, Head teachers (n = 20), CCTs (n = 6), DISs (n = 4) and DEOs (n = 4). Data was collected using key–informant interviews and open-ended questionnaires and analyzed using Pragmatic Content Analysis. The findings show that support is not done to improve the professional competence of teachers but just a duty to satisfy the MOES. Supervision was irregular and was less developmentally inclined. While teachers registered some improvement in some of their teaching roles, it was not quality enough to significantly affect learner performance. Teachers did not produce learners who can explore, manipulate, experiment, question, and search for answers by themselves. The results provide important lessons to improve the support supervision model being used in Uganda. Therefore, the experiential and professional development model should be infused into all primary schools done by Head teachers and heads of departments. Using this model will reduce inefficiencies in the current practices of support supervision that are largely based on theoretical orientations.
Support supervision and teacher performance in government-aided primary schools in Teso sub-region, Uganda
(Kyambogo University [unpublished work], 2022-11) Okia, Henry Stanley
To improve the performance of primary school teachers in Uganda, support supervision was adopted as a key strategy for achieving this goal. Despite this move, teachers in the Teso Sub-region are not meeting their performance expectations in lesson preparation, learner engagement and assessment. This study examined the relationship between support supervision and teacher performance in government-aided primary schools in the Teso sub-region, Uganda. Informed by the general systems and path-goals theory, the study specifically sought to determine teacher performance, establish the status of support supervision, and find out the relationship between democratic, directive, and non-directive support supervision approaches and teacher performance in government-aided primary schools in the Teso Sub-region. A concurrent triangulation design was used. Both quantitative and qualitative methods were used to collect data from 359 respondents, selected from 367 out of 1008 government-aided primary schools in the Teso Sub-region. Qualitative data was obtained using semi-structured interviews, observations and documentary analysis, while quantitative data was collected using questionnaires. The respondents included classroom teachers, headteachers, DEOs, DISs and CCTs. Quantitative data was analysed using descriptive statistics, Pearson correlation and multiple regression analysis, while qualitative data was analysed using content analysis. The findings from the study showed that the performance of teachers in government-aided primary schools in the Teso Sub-region was just satisfactory. Teachers invested some time, physical, and mental energy into their key job tasks. They, however, had little time to prepare for their teaching, did not always organise their classroom into a positive learning environment, and had a challenge tracking individual pupils’ learning progress. Support supervision aspects of dialogue, team promotion, reflection and task-oriented guidance were done and contributed to about 46.3% of the work performance of teachers. Generally, support supervision was taken as a formality and perceived as a monitoring and standards enforcement activity rather than being a professional development practice. Its frequency, therefore, was still minimal. It was concluded that professional development, rather than a compliance perspective to support supervision, would produce better results in teacher performance among primary school teachers in the Teso Sub-region. It is recommended that officers who carry out support supervision in Uganda, including MoES, DEOs, DISs and HTs focus more on mentoring, competence and professional development to enhance teacher performance in government-aided primary schools in Uganda. The Ministry of Education and Sports should do regular monitoring and effect fund operational costs of support supervision to allow district education departments perform their roles more effectively and efficiently. Further studies can be done on the relationship between support supervision and the professional development of teachers in Uganda and the education system.