Masters Degree Dissertations

Permanent URI for this collectionhttp://localhost:4000/handle/20.500.12504/75

Browse

Now showing 1 - 20 of 162

The impact of institutional culture on the management of student affairs in Kyambogo University (former ITEK)
(Kyambogo university (unpublished work), 2005-10) Nerima, Rose Mary
This study about the impact of institutional culture on the management of student affairs was carried out at Kyambogo University (former ITEK). it concentrated on the level of awareness of rules and regulations, their (rules and regulations') impact exerted on the students' collaboration (participation) and communication in management of student affairs. From a target population of 220 respondents, 193 questionnaires were received and for purposes of a correlational study a similar population of 62 respondents for each group was chosen. It was conducted as a descriptive case study based on both qualitative and quantitative methods of data analysis. By means of three research questions and through the use of four major research instruments, namely: questionnaires, interviews, documentary record and observation, data was collected, compiled and processed. The findings of the study included: + The perceptions of students on the level of awareness of rules and regulations and collaboration in management of student affairs were high as compared to those of leaders. + There was no relationship between students' awareness of rules and regulations and collaboration in management of student affairs in Kyambogo University. - The students' low communication to management was contrary to the established institutional culture and therefore has an influence on the management of student affairs. The conclusions made from these findings were: - There was a positive big difference between the perceptions of students and leaders on the level of rules and regulations and collaboration in management of student affairs in Kyambogo University. - The students' awareness of rules and regulations per se has no major impact on the level of collaboration in management of student affairs in Kyambogo University. • The students' low communication to management has an impact on the collaboration in the management of student affairs in Kyambogo University. Thus, the correlational results of
Feasible methods of managing conflict in secondary schools in Rukungiri district.
(Kyambogo university (unpublished work), 2008-02) Kiiza, Rukooko Chris
The study aimed at examining feasible methods of managing conflict/ students' strikes in schools m Rukungiri District before and after its occurrence as well as other methods to create harmonious school environment. The respondents of the study included; students, teachers, headteachers, BOG, PTA, Foundation Body, DEO, security, local council s and opinion leaders. Both open- ended and close- ended questionnaires were used as well as face to face interviews in order to capture the data. The study findings showed that there is no significant difference in the perception of school stakeholders about practical methods of managing conflict before occurrence. PTA and BOG strongly believe that con ciliation is an effective method of managing conflict after it has occurred. Most students thought that a ll methods were not at a ll effective. There is no statistical significant difference in stakeholders' pe rception of these methods of managing conflict except between PTA, BOG and Foundation Body members. A summary of the findings clearly showed that most of the teachers rated conciliation to be most effective before occurrence of the conflict and for other methods to create harmonious school environment, the respondents cited methods like listening to students problems, providing balanced diet to students, keeping students busy , and flexible rules and regulations among others.
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.
Infrastructure and informaldimension learning in secondary schools Kampala district
(Kyambogo University [unpublished work], 2010-01) Aligumikiriza, Joyce
The study aimed at finding out the impact of the school Infrastructure on Informal Dimension in Secondary Schools of Kampala. It categorized the schools into affluent, middle and working, depending on the level of infrastructure used by the schools. This was used to make correlation easy. The categories were borrowed from K.C.C (2004) report on schools. Observation and the rating scale type of questionnaire in focus groups were used to collect data. The study emphasized that infrastructure in schools make significant contribution to informal dimension of learning, but the type of infrastructure used in the school, affects the grade of informal dimension learning. The rush to provide academics has tended to lower the standard of infrastructure provided in Secondary Schools. Save affluent schools, middle and working schools had temporary, congested and have adjusted infrastructure from what the M.O.E and K.C.C recommended for the schools at the beginning. The study was conducted in 12 Secondary Schools, and had targeted to use 360 respondents, but the questionnaires returned were 281. Therefore, the data analysis and discussions, the conclusions and recommendations have been made basing on 281 respondents from 12 schools.
The perception of teachers towards headteachers' Management of the teachers' scheme of service In government primary schools in Nakasongola district
(Kyambogo University [unpublished work], 2010-01) Atto, James
The study was designed to investigate the perception of teachers on management of Teachers' Scheme of Service in the selected government primary schools in Nakasongola district. Three objectives were generated; to examine the correlation between teachers' perception of head teachers' management, level of awareness and appraisal of teachers; to determine the difference in teachers' perception of head teachers' management, level of awareness and appraisal of teachers, to establish the difference among head teachers' management, level of awareness and appraisal of teachers for confirmation. Headteachers and chairmen of the twenty seven sampled schools formed part of the respondents. One hundred thirty five teachers, five from each of the twenty seven schools formed another set of respondents and five key informants were got from Nakasongola district local government. There were one hundred ninety four (n= 194) respondents, as shown in table 1. Questionnaires were administered to teachers and headteachers. Observation checklists were conducted for records in head teachers' office and interview guide were administered for key informants. The study used cross sectional survey design for quantitative data. Pearson correlation, t-test and ANOVA was used for data analysis and documentary analysis was used for qualitative
Gender disparity and women empowerment: post-conflict analysis and management of girl-child education in Kasese district
(Kyambogo University [unpublished work], 2010-01) Tibakunirwa, Muhindo Christine
This study examined post conflict education in Kasese District for gender disparity against the girl child and explored possibility of empowerment. It examined the level of community support in education to the girl child in Kasese. It also attempted to identify factors that affect the education of the girl child in Kasese. The data for the study was obtained using the following instruments: focus group discussions, personal interview guide, observations, documentary analysis and a questionnaire. The study examined perception of parents and pupils about the benefits of educating the girl child and their empowerment. Objective one was analysed qualitatively, while a quantitative method involving descriptive statistics was also used to analyse objectives two and three. The study found out that gender disparity and low women empowerment in Kasese District has been caused by low level of parents' education, poor hygiene at school facilities, poor school infrastructure, early marriages, high poverty levels in the district, domestic violence, and tradition and cultural beliefs. The study also established that parents perceive that educating the girl child is beneficial. The benefits are believed to be realised by the husbands and not the parents who actually pay to educate the girl child. In these circumstances, when a family is faced with insufficient funding, boys are given the first priority. This creates gender disparity with the negative effect on women empowerment. The study makes the following recommendations: i) Develop and implement a strategy to mobilize funding that targets education of the vulnerable, including both the girl child and boy child; ii) public sensitization and awareness campaigns especially targeting the parents, teachers and community leaders; iii) establish appropriate measures to address hygiene at school; and working out a partnership with the central government targeting development programs like the universal Primary and Secondary education, and primary health care programs.
Head Teachers' Management Styles and Teachers' Performance in Secondary Schools in Rakai District
(Kyambogo University [unpublished work], 2010-01) Kafeero, Paul
The study sought to investigate the management styles of head teachers and how they influence teacher performance in secondary schools in Rakai district. This was in light of the fact that in Rakai district, secondary schools students' performance in the national examinations is still very weak. This caused a wonder whether the management styles used by the head teachers influence teachers who in the long run have to cater for the students' academic standards. The study was guided by three objectives, namely: to find out whether there are differences in management styles of head teachers with reference to their individual characteristics, to find out whether there are differences in management styles of head teachers with reference to school types and to examine how management styles of head teachers influence teacher performance. A cross-sectional survey design was used and data was collected using questionnaire and interview responses from 226 teachers and 22 head teachers and 20 Chairpersons of Boards of Governors. A non-probabilistic purposive sampling technique was used for all the different categories of teachers and head teachers in the study. In the first two objectives, management styles were correlated with individual characteristics of head teachers; and management styles were correlated with school types using the chi square-test. In the third objective head teachers' management styles were correlated to teachers' performance using analysis of variance (ANOVA). The findings from the collected and analysed data revealed that paternalistic is the most used management style while laissez faire is the least used style. It also revealed that management styles of head teachers do not vary with their individual characteristics, and that management styles of head teachers do not vary with school types. The study established that there is a correlation between management styles used by head teachers and teacher performance. The study further confirms Robert House's Path-Goal Theory as applicable to the education sector. The research recommends that workshops and training courses should be conducted for head teachers on how to intensify, articulate, communicate and implement the benefits of paternalistic management style. Head teachers should pay more attention to the management style they use, well knowing that any flaw would adversely affect not only the performance of their teachers but their students too. Head teachers should also consider the option of using democratic management style for more cooperation, involvement and better performance of their teachers.
Dual,factor motivational theory and its application to the management of teachers in secondary schools in Mbale district, Uganda
(Kyambogo University[unpublished work], 2010-01) Nakasala, John Wamatsembe
This study examined Dual-factor Motivational Theory in analysing job satisfaction among teachers in secondary schools in Mbale district, Uganda. The study was guided by the following objectives: To determine the difference between teachers' facet job satisfaction by gender; to determine the correlation between nature of work, opportunities for advancement and work compensation; To determine school managers' perception about teachers' job satisfaction and; to determine other factors that influence the level of job satisfaction of teachers. Using the quantitative descriptive research design with simple correlational survey, the study included a sample of 14 headteachers and 37 deputy head teachers as human resource managers and 2 7 6 registered classroom teachers of whom 153 were male and 123 were females. Job satisfaction questionnaires and human resource managers' opinion questionnaires with close-ended, open-ended questions and interview guide were constructed and administered in collecting data. Descriptive statistics in the form of arithmetic means and standard deviations for respondents were computed for the facets of job satisfaction. The inferential statistics of t-tests were used to determine the differences in teachers' facet job satisfaction by gender. The Product Moment Correlation Coefficient was computed to determine significance of the correlation between nature of work, opportunities for advancement and work compensation. One way ANOVA was used to determine the significance in differences among the perceptions of head teachers and deputy head teachers about job satisfaction dimensions. Job satisfaction among teachers is generally low with male teachers experiencing a higher facet job satisfaction than female teachers in nature of work and opportunities for advancement. Female teachers experience a higher job satisfaction than male teachers in income. Male headteachers perceive a higher facet job satisfaction than female headteachers but it is not statistically significant. Graduate headteachers perceive a higher facet job for teachers than headteachers with master's degree but the difference is also is not statistically significant. It is concluded that job satisfaction is a multidimensional phenomenon in that it is not easy to apportion one factor as the only determinant of satisfaction/ dissatisfaction with the job. There are no specific factors that distinctly cause satisfaction and dissatisfaction as emphasised by Herzberg's Dual-factor theory. Some factors like job security for teachers are bi-polar thus cause both satisfaction and dissatisfaction .
Performance management of headteachers in the universal primary education programme in mukono district
(Kyambogo University [unpublished work], 2010-01) Kalyango, Harriet
This study examined performance management and management strategies or headteachers in universal primary education schools in mukono district. The study was guided by four objectives namely: (i) to determine common management strategies employed by Headteachers. (ii) to examine the effect of universal primary education on management or head teachers. (iii) to identity the environmental factors that affect school management and (iv) to determine management contributions of' headteachers to UPE schools. The study utilized a cross-sectional survey design to collect data. It was conducted in four counties of Mukono District and these were: Mukono Town council, Nakifuma County, Buikwe County, and Buvuma County. Out of 415 schools in the district, five primary schools from each county were randomly selected (N =20) the samples from the schools were 144 respondents Comprising or twenty Headteachers, four inspectors, 100 teachers and 20 community members. Purposive and random sampling were employed accordingly to select respondents. A composite of' questionnaire and interview guides were used as instruments for data collection. The major findings included (i) Headteachers tended to perceive the use of nomothetic and autocratic strategies as dominant among headteachers while majority of teachers tended to agree that head teachers use transactional strategies (ii) UPE Programme has tended to have an effect on Headteachers’ management in general management most, least on finance, (iii) Headteachers' management has contributed more on managing teachers and least on managing finance, and (iv)the major environmental factors that affect school management include: Lack of and use of funds. Negative attitudes. Political interference. Lack of motivation, transparency, overcrowding, corruption and lack of supervision. The major conclusions from the study were that the most preferred management strategies by headteachers include nomothetic and autocratic strategies while teachers prefer democratic to idiographic and charismatic strategies or school management. The effect of UPE policy on school management has been positive and negative, the greatest being on school management and its operations such as supervision of teaching staff and control of school finances and promoting infrastructure development such as building classrooms and purchase of classroom desks. The management effectiveness or headteachers has been negatively affected in universal primary education policy as manifested in poor academic performance of pupils and decline in discipline of teachers. The least effect has been on failure to control finance which has affected the general performance of headteachers in managing UPE schools.
Financing and sustainability of private secondary schools in Uganda: a case study of Mbarara municipality.
(Kyambogo University [unpublished work], 2011-01) Bahwitima, Stephen Mugume
This study investigated how private proprietors raise funds and variables associated with financing, and sustainability of private secondary schools in Mbarara Municipality. The study was guided by the following objectives. e The sources of finance and influence on the growth of private secondary schools. • The opinions of proprietors, administrators and teachers on the sustainability of private secondary schools. • The expectations of entrepreneurs from their private secondary schools. A total of 209 participants were involved in the study comprising of 14 proprietors, 14 Head teachers and 181 Teachers. Data was collected from private proprietors using unstructured interview guide that captured verbal responses under four subsections. Head teachers and teachers were administered a separate questionnaire each with four sections with both semi- structured and unstructured open- ended questions. Quantitative data generated by questionnaires was scored and coded. Frequencies and percentages were generated and x2 (chi-square) was used to test the hypotheses Proprietors were interviewed and data was analyzed qualitatively basing on emerging themes. Findings indicated that men head teachers perceived the source of capital and growth of the private secondary schools more positively than female head teachers do. Opinions of proprietors, head teachers and teachers regarding growth and sustainability of the schools did not differ significantly and neither did entrepreneurs' expectations from stakeholders. It is concluded that for these private schools to grow and sustain them, collective views of stakeholders should be harmonized, gender disparities should be bridged and the schools should be optimally funded. It is recommended that private secondary school proprietors should generate more funds and vary their different sources of income for their schools to grow and sustain themselves. The government of Uganda should apportion more funds to the private Education sector so as to attract other schools to join the partnership. Close monitoring and supervision of the existing schools should be put in place so as to maintain standards.
Time management strategies and job performance among teachers in private catholic founded secondary schools in wakiso district
(Kyambogo University [unpublished work], 2011-01) Ivan, Kibirige Emmanuel
This study set out to explore the relationship between time management strategies and job performance among secondary school teachers of Wakiso district. The guiding objectives included examining: i) how teachers manage the critical time resource, ii) teachers' level of skills in time management, iii) how teachers allocate time in performing their responsibilities, and iv) establishing whether a relationship exists between time management strategies and job performance. A total of 250 participants (teachers) were selected through stratified random sampling from the population of staff in the selected schools. The study employed the causal comparative design for the first three objectives and the correlational design for the fourth objective. Data were collected using a 60-item time management questionnaire adapted from Britton and Tesser's ( 1991) and Olmstead and Associates Legal Management Consultants (2005). Hypotheses 1 -3 were tested at 0.05 level of significance while hypothesis 4 was tested at 0.01 level of significance. The Statistical Package for Social Sciences (SPSS 10) was used to computerize the data. Thereafter, both descriptive (means and standard deviations) and inferential statistics (t-test, chi-square, ANOVA and Pearson's correlation) were used to analyze the data. The findings revealed a moderate positive relationship between time management strategies and teachers' job performance. Each of the measures of time management strategies contributed to the relationship. However, time management practices contributed more to the relationship (1= 0.45, p<0.05), followed by time management skills (r=0.40, p<0.05) while time allocation was the least contributor to the relationship (r=0.37, p<0.05). It was therefore, concluded that although teachers' time management strategies contribute to the way they perform their work, there are other factors to that end. Basing on the findings of this study, it was recommended that other studies could set off to establish other factors contributing to teachers' job performance. Again, there is need to consider for study secondary schools other than private Catholic founded ones in order to compare where governing policies may differ.
Organisational stress management strategies and retention •of teachers in private secondary schools in Wakiso district, Uganda
(Kyambogo University[unpublished work], 2011-12) Emurugat, Immaculate
The study sought to establish the influence of Organisational Stress Management Strategies on Retention of teachers in Private Secondary Schools in Wakiso, Uganda. The study was prompted by the low level of retention of teacher in most private secondary schools in Uganda. The purpose of this study was to establish the influence of Organisational Stress Management Strategies on the retention of teachers in Private Secondary Schools in Wakiso District. The descriptive research design was used to enable the researcher to gather current information from different categories of the of the sample population. The target population consisted of all teachers and Head teachers in Private Secondary Schools. The sample comprised of 304 teachers and 20 headteachers from selected Private Schools. Purposive sampling technique was used to select teachers and Headteachers used for the study. Questionnaires and interview guides were used to collect data for the study. The Data were analysed using frequency counts, percentage scores and Pearson Product Moment Correlation. The study findings revealed that Private Secondary Schools had Challenges of retaining teachers. The study also revealed that removing the stressor, change of stress perception, communication and social support Strategies were commonly used as Organisational Stress Management in Private Secondary Schools. It was further found out that there was a Positive perception amongst the teachers towards the Organisational Stress Management Strategies being employed by Private Secondary Schools. The study also showed that there was a significant positive relationship between the Organisational Stress Management Strategies and Challenges of retaining teachers among Private Secondary Schools in Wakiso District. It was concluded that: Teachers are faced with many challenges and retention of teachers was found to be low, the Organisational Stress Management strategies commonly used were removing the stressor, change of stress perception, communication and social support organisational stress management strategies. It was also concluded that there was a positive perception amongst the teachers on the various Organisational Stress Management strategies being employed by private secondary school and there was a significant relationship between Organisational Stress Management strategies and Challenges of Retaining teachers in private secondary schools in Wakiso district. Basing on the findings of the study, it was recommended that all proprietors of Private Secondary Schools should adequately remunerate their teachers and establish attractive retention policies. A more systematic research was recommended in the area of Influence of Institutional Human Resource Policy and Gender on the effectiveness of Organisational Stress Management Strategies.
Stake holders' perception of the determinants of students' choice and enrolment into vocational education in Kampala and Mpigi districts of Uganda
(Kyambogo University [unpublished work], 2011-12) Christopher, Kiwanuka Makumbi Bakulubazibu
The impact of non-formal vocational skills training program on the re-integration of former child laborers into communities: a case of Lira district, Uganda
(Kyambogo University [unpublished work], 2011-12) Wanican, Joyce
Uganda experiences unacceptable levels of child labor with 34% of the children involved in work that exposes them to physical, psychological and social abuse and exploitation. The government of Uganda through the Ministry of Gender, Labor and Social Development (MGLSD), the lead Government actor for child protection, has put in place the Child Labor Policy that underscored the importance of vocational skills training to children involved in child labor to equip them with gainful skills to become productive members of society. The aim of this study was to investigate the impact of non-formal vocational skills training on the re-integration of former child laborers into communities in Lira. The researcher utilized closed ended questionnaires to collect quantitative data while qualitative data was collected using interview guides. Overall, research findings indicated that 99% of respondents agreed that non-formal vocational skills training was very effective in the re-integration of former child laborers into communities. Qualitative findings also revealed that the integration of life skills, business skills, mentorship program and trade start up tool kits into non-formal vocational skills training program is conduit to successful re-integration of former child laborers into communities. Consequently, 97% of the respondents strongly recommended that non-formal skills training should be offered to children not yet enrolled into the program. From the empirical data generated through this study, non-formal vocational skills training program addressing played a significant role in the re-integration of former child laborers into communities in Lira district, Uganda and could be scaled to benefit children not yet enrolled into the training program. Projects offering vocational skills training should consider integrating lifeskills, business skills, market skills survey and apprenticeship skills training into the programs to better equip former child laborers with comprehensive skills to re-integrate into communities.
Performance management practices and teacher performance in selected private secondary schools in Kampala district, Uganda.
(Kyambogo University (un published work), 2011-12) Khalayi, Rose Kundu
The research was intended to determine the effect of Performance Management Practices on work performance of teachers in selected private secondary schools in Kampala district. Two theories and one View were explored and used to operationalize the study. First, there was focus on Goal Setting Theory which emphasized decision rights. Secondly, there was the Agency Theory which determined the optimal incentive and performance contracts. This Theory also provided an economic explanation for the impact of Performance Management practices on performance. Then there was the Resource Based View (RBV) which provided the behavioral aspect of resources such as knowledge, skills. information and technology on performance. With the liberalization of education in Uganda, many privately owned secondary schools have been opened up. It is evident that there has not been any serious study to establish the extent to which these private secondary schools are implementing Performance Management Practices to enhance teacher performance. There was therefore need to carry out a study in this area. The study was a cross sectional survey with a sample of 310 teachers.randomly selected; I 0 Heads of secondary schools, I 0 Deputies, I 0 Directors of Studies who were purposively selected. Tools that were used in collection of data were questionnaires and interview guides which were very instrumental during data collection. In addition. SPSS was used for data analysis. Results from the study showed that many private secondary schools in Kampala la district do not adhere to Performance Management Practices like decision .rights, incentives,performance contracts,organization resources and performance measurement which, in turn, affects performance and service of teachers in these schools.The researcher therefore recommended that the government, should give policy guidelines regarding teachers' remuneration, in private secondary schools; and teachers
School accessibility and students' attendance in secondary Schools in Kasese district, Uganda
(Kyambogo university (unpublished work), 2011-12) Thembo, Kalhungulha Nathan
The study was about School Accessibility and Students' attendance in Secondary Schools in Kasese district. This study was prompted by the fact that whereas the introduction of Universal Secondary Education (USE) programme in Uganda had increased access to secondary education, students' absenteeism and late arrival was still apparent and it was indeed a serious problem resulting into poor students' attendance in secondary schools. The study was therefore to find out whether there was a significant relationship between school accessibility and students' attendance in secondary schools in Kasese district. It specifically examined the state of secondary school accessibility, the reasons for students' absenteeism and late arrival the relationship between school accessibility and students' attendance. the measures put in place by school administrators to control students' absenteeism and late arrival in secondary schools and to recommend strategies that could be adopted to overcome the problem of students' absenteeism and late arrival in secondary schools. To achieve the objectives of the study, the researcher employed a cross-sectional survey design of quantitative and qualitative methods to collect data from 19 secondary schools where semi-structured questionnaires were administered to a sample of 403 respondents comprised of 328 students, 59 teachers and 16 headteachers both male and female. The study established that students had difficulties in accessing secondary schools they traveled long distances to reach schools. The majority of them used poor means of transpo11 particularly footing. These factors resulted into students' absenteeism and late arrival at school hence poor attendance. The study further found out that was a negative correlation between the distances traveled by students from their homes to school and the total number of students that attended
The contribution of student leaders to the leadership and management of institutions of higher learning in Uganda: a case study of Makerere University
(Kyambogo University(unpublished), 2011-12-11) Janet, Billy
Institutions of higher learning are expected to develop their students for future leadership. However, few empirical investigations have been conducted thus giving impetus to this research. The purpose of this study was to explore the contribution of student leaders to the leadership and management of Makerere University, Kampala. Data for the study was collected from the Dean of Students, 3 ·wardens, and 43 student guild leaders using questionnaires and interview guide. It was computed using SPSSlO and analyzed both qualitatively and quantitatively. the objective of this study was to explore the role of student leaders towards the smooth leadership of the University. Among the findings was that student leaders' involvement in the policy formulation and the management of student affairs ensures good representation, commitment to decisions taken, and offers a healthy leadership environment in the University. The study concludes that the interest of the students once not represented can be costly so involving them means reducing the costs and events like strikes . ...,.. Therefore, it is recommended that more research should be done on the role of student leadership causing student unrests in Institutions of Higher Learning. This study should be done because the present study indicated that sometimes students Involvement in policy implementation is counterproductive. A similar study should be conducted in a Private University because the present study was done in a Public University therefore its conclusions may not be validly generalized to the Private University setting.
Housing facilities and teachers' performance in government aided primary schools in Arua district, Uganda
(Kyambogo University(unpublished), 2012-06) Drani, Charles
The study set to investigate, analyse conditions of housing facilities and assess their effects on teachers' performance in government aided primary schools in Arua District. Despite the acute need to increase the number of teachers to handle large pupil enrollments in well constructed classrooms, teachers' core need of decent housing facilities has not been catered for adequately, to date, in most government aided primary schools in Uganda in general. This has been a challenge to most teachers in government primary schools. The researcher was prompted to investigate if housing facilities had an influence on teachers' performance in government primary schools in Arua District. The study objectives set to: find out conditions of housing facilities for teachers, assess their influence on teachers' performance, establish strategies to provide decent housing facilities for teachers and establish challenges faced in providing good housing facilities for teachers. Data were gathered through Questionnaires, Interviews and Observations. The study findings revealed that most houses for teachers had bad conditions, characterized by small grass thatched huts with most roofs destroyed by termites and rats, causing leakage during rains. The huts had poorly ventilated short walls with door and window shutters loosely fitted. Few old, dilapidated houses with corrugated iron sheets were spotted in some schools. A few permanent semi-detached houses, newly constructed in some schools to accommodate head teachers and deputy head teachers. In conclusion, teachers need improved housing conditions with better facilities for increased performance at work place. The study therefore, recommended that: all stake holders should have collective responsibility to support construction of teachers' houses. The Ministry and Local Government officials should use the findings to address the housing challenges for teachers in government aided primary schools in the country as a whole and Arua District in particular. Government pledges to improve teachers' poor living conditions should be fulfilled.
Government funding policy and school managers' performance in UPE schools: a case study of Kira town council, Wakiso district
(Kyambogo University(unpublished), 2012-06-06) Kamoga, Robert Mathias
This study focused on government funding policy in UPE and manager's performance in UPE schools. This was a case study in Kira Town Council, Wakiso District. The objectives of the study were to; • identify areas in which UPE school managers are expected to perform, • find out challenges in UPE schools and how they affect school managers' performance, • identify other possible ways of funding the school managers and UPE schools at large in order to improve performance. The statement of the problem was presented and the purpose of the study was to assess the impact of the government funding policy on school managers' performance in the UPE schools of Kira Town Council, Wakiso District. Literature review was guided by the study objectives. The study used a cross sectional survey and the instruments used to gather data were; questionnaires, interviews and observation. Validity and reliability of the instruments were refined by scrutinising and piloting the study in one of the UPE school and one private primary school. The data collected was analysed quantitatively and qualitatively. The data was also presented in a tabular form. The researcher compared school managers' performance in UPE schools and private primary school. Conclusion drawn was based on the findings of the study which revealed that most of the managers in the UPE schools did not perform well due to irregular and inadequate funding. These findings led the researcher to recommend that; more and regular funding should be made available to the UPE schools, regular revision of the funds be made to suit the economic situation of the time and regular inspection be carried out in order to assess situation and needs of the schools.
Gender inequality in vocational education in Uganda: a study of vocational institutions in Lira district
(Kyambogo University[unpublished work], 2012-11) Angela, Geoffrey
The study investigated Gender Inequality in Vocational Institutions in Lira District. This was in line with the fact .that while the Government of Uganda was committed to the attainment of Gender Equality in Vocational Institutions as a Millennium Development Goal (MDG) by 2015, the attainment ofthis goal has shown a slow progress particularly in Vocational Institutions. The study therefore established the extent to which Vocational Institutions were gender responsive in their training programmes. The study had five specific objectives: to examine gender issues in Vocational Institutions, to assess the influence of gender issues on student; (a) enrolment, (b) retention, (c) completion and (d) transition in Vocational Institutions; to assess the influence of gender issues on the teaching staff in Vocational Institutions; to find out the causes of gender inequality m Vocational Institutions; and to recommend strategies to eliminate gender inequalities 111 Vocational Institutions. The study employed a cross-sectional survey design . of quantitative and qualitative methods to collect data using semi-structured questionnaires administered to a sample of 264 respondents comprised of 187 .Students, 61 Instructors/Teachers and 16 Principals, both male and female. The study established that, there was an understanding and consideration of socio-cultural factors underlying sexbased discrimination to provide the female and male students with equal opportunities for their pa.rticipation in the Vocational training ·process, although some of the issues examined such as budgeting did not strongly encourage students to enroll, be retained, and to complete Vocational training. The main causes of gender inequality were cultural segregation, discouragement, poor administration, negative attitudes, low self-esteem, cultural beliefs, shying away and the nature of tasks assigned to Students and . Staff in Vocational Institutions. The study made recommendations for the strategies of eliminating gender inequality which were good administration, provision of equal opportunities to every member, elimination of culturally biased beliefs/attitudes/feelings/perceptions on training programs and activities, sensitization of staff and motivation of girls among others

Browse

Browsing Masters Degree Dissertations by Issue Date