PhD Theses & Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/79

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Performance management practices and managed performance: the moderating influence of organisational culture and climate
(Makerere University (unpublished work), 2010-10) Kagaari, James R.K.
The study attempted to explore and explain the existence and implementation of performance management practices to facilitate the achievement of managed performance. A mixed method study approach (Qualitative and Quantitative) was adopted. A sample of 900 employees was drawn using a disproportionate stratified purposive sampling approach that yielded a 53 % response rate. Twelve participants were purposively selected from top management members and interviewed using a semi-structured interview guide. Using Nvivo software and Miles and Huber man ( L 994) approaches, interview data was managed and analyses. Qualitative data results revealed that employees in public universities are involved n planning, mobilising resources, problem solving. evaluating performance and adopting lCT to deliver cost-effective quality services/products. The hypotheses were tested and revealed a significant positive relationship between performance management practices and managed performance(r = .25, p < .001 ). A moderating influence of organisational culture and climate on performance management practices and managed performance was also established and confirmed (6R2 = .0 12) significantly above zero (p = .0 15). However, cross sectional studies by their nature are subjected to common method variances; a replication of the study using a longitudinal approach was recommended. Also, further studies should be supplemented with in-depth interviews or case studies where possible to tap salient issues from the respondents. The study called for continuous refinement of theories that explain performance management practices. Public universities should have visionary futuristic managers who can think of new approaches to managing people in a dynamic hyper changing technological environment.
Assessment of health-related fitness status of 6-9 Year old primary school pupils in Mukono and Wakiso districts, central Uganda
(Kenyatta University (unpublished work), 2010-11) Nsibambi, Constance A. N
Despite a world-wide increase in health-related diseases and conditions among children, little information is known about the children's health-related fitness status in Uganda. Assessment of the fitness status of pupils aged between 6 and 9 years in Mukono and Wakiso districts in central Uganda was conducted using physical fitness testing. The study also determined their level of engagement in physical activities. A cross-sectional survey research design was used to assess four health-related fitness components. These were cardiovascular endurance using a 9-minute run test, body composition using BMI method, low back flexibility using the sit and reach test and abdominal muscular strength/ endurance using the s it up test. The target population comprised of 25,500 school children drawn from public and private schools. Four thousand pupils formed the sample for the study. The actual sample consisted of 1929 pupils with 922 day scholars and 1,007 in boarding schools. Data was analysed using frequencies, percentages, means and standard deviation and one way analysis of variance at 0.05 level of significance. The AAHPERD (1980) percentiles and the WHO (2007) CDC-BMI for sex- age-growth charts percentiles to determine the fitness status of the pupils. The results showed that out of the 922 day scholars 250 (27. l %) had weak cardiovascular endurance, 27 (2.9%) were underweight, while 58 (6.3%) were overweight, 29 (3.1 %) were obese; 707 (76.7%) had poor flexibility and 798 (86.5%) had weak abdominal muscles. On the other hand, out of the l 007 pupils in boarding schools 307 (30.5%) had weak cardiovascular endurance, 50 (5%) were underweight, while 79 (7.8%) were overweight, 50 (5%) were obese, 824 (81.8%) had poor flexibility and 814 (80.9%) had weak abdominal muscles. The results revealed significant differences in cardiovascular endurance, body composition and abdominal muscular strength/endurance between day and boarding pupils (p>0.05) with day scholars having higher mean distance run scores, lower mean BMI scores and lower mean sit up scores. There were no significant differences in the mean sit and reach scores between day and boarding pupils. However, majority of pupils achieved the recommended standard for the cardiovascular endurance and normal body composition. There were also significant gender differences in all the health-related fitness components. The boys had higher mean distance run scores, lower mean BMI scores, lower mean sit and reach scores and higher mean sit up scores. This implies that more boys had better cardiovascular endurance, normal weight and better muscular strength/endurance than girls. On the other hand, more girls were flexible than boys. The study revealed that the pupils demonstrated poor health-related fitness status especially in abdominal muscular endurance and low back flexibility. The study al so revealed that most pupils met the recommended 60 minutes of daily physical activity although the activities they engaged in were not appropriate enough to develop most of the health related fitness components. It is recommended that more physical activities that develop the health-related fitness should be integrated in the school curriculum and children need to engage in more active behaviours.
Achievement goal orientation, self-efficacy, and academic engagement among adolescent students in Kabale district, Uganda
(Kyambogo University (Unpublished work), 2024-11) Ndyareeba, Eunice
Globally, education is a key pathway for overcoming poverty. Financial support from governments and non-governmental organizations facilitates students’ access, engagement, and success in academics. Despite the existing multifaceted support interventions in Uganda, about 83% of Ugandan children enrol in primary school, only 22% progress to secondary school, and less than 5% attend post-secondary education programs. To address this low academic access and success characterised by low school retention rates, this study examined the influence of achievement goal orientation, self-efficacy, and other context-based factors on the academic engagement of adolescent students in Kabale District, Uganda. Using a convergent parallel mixed-methods approach, the study collected quantitative data from 510 adolescent students and conducted in-depth interviews among 14 key informants who included officers of Compassion International; teachers, directors of studies, and a subset of adolescent students. Quantitative data was then entered into the Statistical Package for Social Scientists (SPSS) version 20 with a Process Macro plugin by Hayes version 4.2 for analysis. Findings of the study indicate that there were statistically significant demographic variations in achievement goal orientation, self-efficacy, and academic engagement. Regression analysis results reveal that self-efficacy mediated the relationship between achievement goal orientation and academic engagement. Qualitative findings indicate that apart from achievement goal orientation and self-efficacy, external support, future career and employability aspirations influenced academic engagement. Findings of this study contribute to a deeper understanding of the complex interplay of the study variables, providing valuable insights. The study recommends that policy makers and all education stakeholders create awareness of the importance of achievement goal orientation and embrace self-efficacy enhancement strategies while designing effective educational interventions to improve academic engagement in low income contexts.
Predictors of teaching quality of academic staff in public universities in Uganda
(Kyambogo University(Unpublished work), 2025-07) Tiguryera, Scholastica
This study probed the predictors of teaching quality among academic staff in Ugandan public universities. Specifically, it explored how teacher self-efficacy mediates the impact of instructional leadership on teaching quality. The research design employed a cross-sectional correlational approach, garnering data from 253 respondents through self-administered questionnaires. Descriptive statistics revealed that academic staff exhibited high levels of self-efficacy and teaching quality. Further analysis using partial least squares structural equation modelling disclosed that instructional leadership and teacher self-efficacy positively predicted teaching quality. Notably, instructional leadership fostered teacher selfefficacy, which fully mediated its relationship with teaching quality. The findings underscore the critical role of instructional leadership in enhancing teaching quality, with teacher self-efficacy emerging as a pivotal factor. To optimize teaching quality, university leaders must prioritize instructional leadership that bolsters teacher self-efficacy, while academic staff should strive to cultivate their own self-efficacy. Ultimately, this study highlights the need for a synergistic approach, where university leaders' instructional leadership is informed by academic staff members' self-efficacy, to foster exceptional teaching quality.
Teachers’ experiences of implementing the competence-based curriculum in Uganda : a case of selected secondary schools in western Uganda
(Kyambogo University (Unpublished work), 2025-10) Ahabwe, Monica
This study explored teachers’ experiences in implementing the Lower Secondary Curriculum (LSC) in Mbarara City in Uganda with a focus on planning for teaching, teaching and assessment. Underpinned by a constructivist research paradigm which enabled interpretation of subjective meanings of participants, this study employed a qualitative multiple case study design. Data was collected using in-depth interviews, classroom observations and documentary analysis from teachers of English and Mathematics from a well-resourced, averagely resourced and low resourced school. The study was guided by the following research questions: How do secondary school teachers experience planning for teaching using the Lower Secondary Curriculum in Mbarara City in Uganda?; How do secondary school teachers experience teaching using the Lower Secondary Curriculum in Mbarara City in Uganda?; How do secondary school teachers experience assessment using the Lower Secondary Curriculum in Mbarara City in Uganda? Data were analyzed following analysis procedures in qualitative research. With regard to planning, findings revealed that the LSC planning involved occasional lesson plan development, internet use, scheme of work construction, collaborative scheming and engagement with generic skills. While teachers found planning beneficial for readiness and teaching competences, it was constrained by inadequate resources and time. Teachers required training opportunities and availability of resources to optimize planning. Teaching involved adoption of learner-centered, teacher-centered methodologies as well as integration of both; use of authentic and non-authentic materials. It further fostered critical thinking, and a conducive environment but part-timing, resource inadequacy, large classes and low achieving students limited its application. Enablers included resource access, LSC design, learner nature and supportive school environment. Assessment involved examinations, activities of integration, daily class activities, peer assessment, triangulation methods. Teachers perceived assessment of the LSC as fair, motivating, required commitment and small numbers coupled with providing an avenue for studying the learner. Enablers to assessment included teachers’ desire to conduct assessment, teacher knowledge of their students, some formative assessment methods and collaboration. However, assessment was constrained by the use of RACE, inadequate teacher competences in assessing projects, large classes, insufficient guidelines on how to set exams, and failure to fully follow stipulated guidelines. Teachers needed training in assessment. This study recommends that the Ministry of Education and Sports (MoES) allocates more funding to teaching resources and facilities especially in the low resourced schools to support teaching and assessment, intensify teacher training to equip teachers with competencies in planning, teaching and assessment. Furthermore, collaborative support structures be designed at school level to aid teacher planning and assessment. The MoES should reduce the teacher learner ratio to increase teacher commitment to assessment as well as strengthen instructional supervision and monitoring to enhance compliance to stipulated assessment practice of the LSC.
Institutional support, organisational learning and teacher competence in government-aided secondary schools in south western Uganda
(Kyambogo University (Unpublised work), 2025-11) Arineitwe, Phiona
The study examined the influence of institutional support on teacher competence as mediated by organisational learning in government-aided secondary schools in south western Uganda. Specifically, the study investigated the influence of institutional support on teacher competence, sought to establish the influence of institutional support on organisational learning, to determine the influence of organisational learning on teacher competence and to test the mediating effect of organisational learning on the influence of institutional support on teacher competence in government-aided secondary schools in south western Uganda. Guided by the positivist paradigm, the study adopted a quantitative approach and employed a cross-sectional research design. Data were collected from a sample of 329 teachers using a self-administered questionnaire. The data were subsequently analysed using descriptive statistical methods and Partial Least Squares Structural Equation Modelling (PLS-SEM), an advanced statistical technique used to examine complex relationships between variables. PLS-SEM results revealed that institutional support had a positive and significant influence on organisational learning, institutional support had a positive significant influence on teacher competence, and organisational learning had a positive and significant influence on teacher competence. The mediation results revealed that the influence of institutional support on teacher competence was positively and significantly mediated by organisational learning. With both the direct and indirect influence being positive and significant, organisational learning fully mediated the influence of institutional support on teacher competence. The study's findings led to the conclusion that institutional support is important for the development of teacher competence, institutional support is essential for organisational learning, and and organisational learning plays a crucial role in supporting teacher competence by facilitating institutional support. The study recommended that the Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates development of teacher competence through induction, continuous professional development, and rewards. The Ministry of Education and Sports, head teachers, and other stakeholders, including Boards of Governors, should establish institutional support crucial for organisational learning through continuous professional development and rewards. Head teachers should implement organisational learning, specifically continuous learning and dialogue and inquiry, to promote teacher competence; and head teachers should implement institutional support practices that foster organisational learning to enhance teacher competence.

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