Browsing by Author "Ssettumba, John Bosco"

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    Instructional leadership and self-efficacy of academic staff in public universities in Uganda
    (East African Journal of Education Studies, 2024-08-30) Tiguryera, Scholastica; Mugizi, Wilson; Ssettumba, John Bosco
    This study examined the casual linkage between instructional leadership and self-efficacy of academic staff in four public universities in Uganda. Particularly, the study investigated the influence of instructional supervision, curriculum coordination, profession development, and monitoring students’ progress on self-efficacy of academic staff in Ugandan public universities. The study was guided by the positivist research philosophy hence used the quantitative approach employing the correlational research design. Random sampling was adopted to obtain the academic staff members who provided data through a selfadministered questionnaire. Partial least squares structural equation modelling (PLS-SEM) results revealed that of the four instructional leadership constructs, only curriculum coordination and monitoring students’ progress influence teacher self-efficacy. Professional development had a positive but insignificant influence, while instruction supervision had a negative and insignificant influence on teaching selfefficacy of academic. The study concluded that curriculum coordination and monitoring students’ progress are crucial for teacher self-efficacy while professional development and instructional supervision have a slight contribution. To foster teacher self-efficacy, instructional leaders in universities should prioritize effective curriculum coordination and monitoring of students' progress.
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    Self-Efficacy and Teaching Quality of Academic Staff in Public Universities in Uganda
    (Interdisciplinary Journal of Management Sciences, 2024-07-07) Tiguryera, Scholastica; Mugizi, Wilson; Ssettumba, John Bosco
    This study investigated the association between self-efficacy and teaching quality of academic staff in selected public universities in Uganda. Specifically, the study exam-ined how academic staff's personal sense of efficacy, behav-iour management, instructional strategies, and motivational strategies efficacy influenced teaching quality in public uni-versities. Employing the positivist research philosophy, the study used a quantitative approach through correlational re-search design. Randomly selected academic staff members provided data using a self-administered questionnaire. Par-tial least squares structural equation modelling (PLS-SEM) results indicated that of the four teacher efficacy aspects, only personal sense of efficacy positively and significantly influ-enced teaching quality. However, the efficacy of behaviour management, instructional strategies, and motivational strat-egies had a positive but insignificant influence on teaching quality. It was concluded that the personal sense of efficacy of academic staff is essential in enhancing teaching quality. Nonetheless, the efficacy of behaviour management, instruc-tional strategies, and motivational strategies of academic staff has made minimal contributions to teaching quality in universities. Therefore, university leaders should emphasise promoting the personal sense of efficacy of academic staff to enhance teaching quality more than instructional strategies and motivational strategies efficacy.