Browsing by Author "Okongo, Wilberforce"

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Evaluating individual characteristics’ work engagement of primary school teachers moderated by organisational factors in Acholi-Sub Region, Uganda
(East African Journal of Education Studies, 2025-03-17) Olanya, Gilbert; Okongo, Wilberforce
This paper presents the influence of individual characteristics on primary school teachers’ work engagement as moderated by organizational management factors in northern Uganda. The main objective was to examine the influence of individual characteristics on the work engagement of primary school teachers in the Acholi sub-region. By applying a cross-section survey design, the study employed both qualitative and quantitative research methods. The primary data were collected using a self-administered questionnaire form with a total sample of 326 participants from the selected schools. Data collected were analyzed using descriptive statistics. The findings revealed that the rate of teacher absorption as well as their self-efficacy was higher than their professional dedication and commitment to their academic service delivery. In conclusion, individual teacher characteristics were vital for the work engagement outputs of the school teachers to promote school work engagement in the Acholi northern Uganda’s sub-region. The study recommended that the headteachers, education officers, boards, committees, and the government should approve individual factors that promote the work engagement ethics of the primary school teachers for better performance.
Professionalizing academic research supervisory competencies of lecturers at Kyambogo University for students' performance quality outputs in Uganda
(East African Journal of Arts and Social Sciences, 2025-04-26) Okongo, Wilberforce; Okaka, Wilson
This paper presents the imperative of professionalizing academic research supervision skills at Kyambogo University in Uganda, with an emphasis on enhancing the quality of student research outcomes. It emphasizes the vital importance of lecturers' supervisory abilities in guiding students to produce high-standard research, a challenge prevalent across many higher education institutions in Uganda. We analyzed the national, regional, and global viewpoints, the study emphasizes the necessity of strengthening supervisory competencies to bridge existing gaps in research supervision and its influence on student performance. The following specific objectives guide the study: (1) evaluating the existing research supervisory skills of lecturers at Kyambogo University, (2) analyzing how insufficient supervision affects the quality and performance of students' research outputs, (3) suggesting strategies to professionalize research supervision by incorporating ethical practices, innovation, and inclusivity, (4) examining the role of gender equality in academic research supervision and its impact on students' research experiences, and (5) exploring how environmental considerations can be integrated into research supervision to promote sustainable academic practices. Using a mixed-methods research approach, the study combines systematic literature reviews, case studies, and empirical evidence to analyze the role of faculty in fostering research excellence. It also examines institutional digital readiness, student engagement, and community outreach programs as factors influencing research supervision. The findings reveal a significant correlation between enhanced supervisory competencies and improved student research outputs, particularly when supported by 21st-century curricula and digital tools. The study identifies gaps in supervisory competencies and their implications for research quality, offering evidence-based recommendations for capacity-building initiatives, improved training for academic staff, and the alignment of institutional policies with global research standards. The findings emphasize that effective academic research supervision is pivotal to enhancing the quality of students’ research outputs and overall academic performance.