PhD Theses & Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/82

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Browsing PhD Theses & Dissertations by Subject "Training of"

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    Adoption of the art world design thinking process to enhance teacher pedagogical creativity in Pre-primary schools in Uganda
    (Kyambogo University (Unpublished work), 2025-11) Katungi, Juma
    Creative teaching practices are essential for promoting holistic development in early childhood, with evidence suggesting that young children benefit significantly when educators adopt innovative and engaging approaches (OECD, 2021; Craft et al., 2014). Despite ongoing efforts in Early Childhood Teacher Education in Uganda, many trainee teachers still lack critical creative competencies in the use of learning materials, methodologies, and physical learning environments (MoES, 2018; Nakabugo et al., 2020). This study explored the impact of the Art World Design Thinking Process (AWDTP) on enhancing pedagogical creativity among early childhood education (ECE) preservice teachers. Employing a quasi-experimental design within a Concurrent Embedded Mixed Methods framework (Creswell & Plano Clark, 2017), the research was conducted across two teacher training institutions, engaging 64 participants divided into control and experimental groups. The study was guided by four objectives: (1) to assess the relationship between AWDTP and creativity in material utilization; (2) to examine its impact on methodological creativity; (3) to evaluate the influence of AWDTP on spatial creativity in learning environments; and (4) to determine the overall contribution of AWDTP to pedagogical creativity. The intervention involved the integration of AWDTP into the experimental group’s teacher training experience. Data collection tools included a structured teacher creativity observation checklist and a focus group interview guide. Quantitative data were analyzed using independent samples tests, while qualitative data were subjected to thematic analysis. Findings demonstrated that the AWDTP significantly enhanced participants’ pedagogical creativity, aligning with contemporary theories of creative teaching and design based pedagogy (Beghetto & Kaufman, 2014; Rauth et al., 2010). In conclusion, the Art World Design Thinking Process presents a promising approach for cultivating creativity among early childhood educators. The study contributes to global discourse on improving the quality of early childhood teaching and learning by embedding creative pedagogical frameworks into teacher preparation programs.
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    Instructional supervision and teacher competence in secondary schools in greater Arua, Uganda
    (Kyambogo University(Unpublished work), 2025-10) Mara, Polycarp
    In response to ongoing concerns about the quality of teaching in secondary schools, this study examined the relationship between instructional supervision and teacher competence in secondary schools in Greater Arua, Uganda. The research was motivated by the pressing need to strengthen teacher competence in order to improve education outcomes. Specifically, the study examined how different supervisory approaches: directive, collaborative, and non-directive, influence teachers' competence. Adopting a pragmatist paradigm, the study employed a concurrent parallel mixed-methods design, combining both quantitative and qualitative techniques. Data were collected from a total of 261 participants, including 241 teachers, 10 deputy head teachers, and 10 head teachers, through surveys, interviews, and classroom observations. A combination of simple random and purposive sampling was used to select participants. Descriptive and inferential statistical methods, along with thematic analysis, guided data analysis. Results indicated that directive supervision was the most frequently practiced, followed by non-directive and then collaborative approaches. Teachers were generally strong in leadership and continuous professional learning, but showed weaknesses in assessment and technological competence. The findings revealed a statistically significant positive relationship between teacher competence and all three supervisory approaches: directive (r = 0.144**, p = 0.026), collaborative (r = 0.145*, p = 0.024), and non-directive (r = 0.161*, p = 0.012). Based on these findings, the study concluded that instructional supervision plays a key role in enhancing teacher competence. It recommends that the Ministry of Education and Sports strengthen school-based supervision by investing in targeted capacity-building programs, including training workshops and seminars. School leadership is also encouraged to prioritise regular professional development focused on improving teachers' technological and assessment skills, which were found to be lacking.