PhD Theses & Dissertations

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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(Kenyatta University (unpublished work), 2010-11) Nsibambi, Constance A. N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.
Changing gender relations and poverty levels in Uganda during the 1979-2007 war: a case study of Madi people of North West Nile
(Dar es salaam University (unpublished work), 2013-11) Kenyi, Gowon Lawrence
The study examined Changing Gender Relations and Poverty Levels in Uganda during 1979- 2007 wars. Overall, the study examined the extent to which the series of the prolonged war affected gender relations and poverty levels among the Madi people of North West Nile Uganda. More specifically, the study examined three aspects namely, pre- war socioeconomic political structures and poverty levels, changes in gender relations and poverty level and gender related constraints and challenges and coping strategies adopted. The study used a case study research design to closely investigate social gender relations and poverty levels. The study used both quantitative and qualitative research methods to establish correlations between key variables included in the specific objectives. A total sample size of 324 respondents including 20 leaders and officials were involved. Purposive and simple random sampling techniques were used to select respondents. The study used documentary review, questionnaires, in-depth face to face interviews, focus group discussion and key informants to provide information for the study. Overall, study findings revealed that the prolonged wars affected gender relations and poverty levels negatively at both household and community levels. Specifically, study findings revealed that patriarchal gender relations in pre-war Madi society denied women access to resources, education, credit facilities, employment and information and women participation in political activities. The wars challenged patriarchal gender identity and relations; it offered women new economic opportunities and greater responsibilities. However women gained relative economic autonomy through entrepreneur activities. Both men and women faced serious challenges during the wars and both adopted various coping strategies to respond to these challenges. The study concluded that gender relations can positively change despite the negative effect of the wars, poverty can be fought and challenges educated Madi people about new livelihood and new life style. Finally the study recommends sensitization of both men and women about changes in gender relations and poverty levels in war situation. The study contributes new knowledge about gender analysis in pre - war situations and impact of war on socio cultural gen.d er related changes. However the study recommends further research into male ego and masculinity identity crisis in war situation.
Constructivist- informed teaching in teacher preparation at teacher training institutions in south eastern Uganda
(Kyambogo University [unpublished work], 2023-08) Gusango, Emmanuel Humphrey
The urgent need in the Ugandan education system is for teacher preparation programme that offer opportunities of constructivist teaching experiences for students to enable them to gain pedagogical content, teaching skills and professionalism. Constructivist- Informed Teaching can guide tutors and students in Teacher Training Institutions (TTIs) to find effective ways to plan, teach and find appropriate activities with an increased importance attached to creative thinking and ability to construct one’s own meaning and knowledge that enables preparation of holistic students for this complex interactive world. The study “Constructivist- Informed Teaching in Teacher Preparation at Teacher Training Institutions of South Eastern Uganda” focused on whether tutors carry out their teaching to enable students to construct their own ideas, knowledge, beliefs and values within the constructivists’ learning environment. The study offers a perspective of teaching that deepens both critical and creative thinking among tutors and students. The purpose of this study was to assess the implementation of Constructivist-Informed Teaching in teacher preparation with the objectives to establish whether the constructivist approaches were being used to teach and prepare students, analyse the application of constructivist principles applied to school practice supervision and to examine the implementation of constructivist- guided coaching in the preparation of students’ professional growth. The study was aimed to enable a crossover the 21st century through the suggested aspects for improvement in teacher preparation. The study explored beliefs, implementation and disparities between practice and Constructivist Theory in teacher preparation. Twenty participants were purposively sampled comprising of tutors and students from three Teacher Training Institutions in South Eastern Uganda. This was a qualitative study with a phenomenological research design where data was gathered using in-depth multiple interviews, observation, and document analysis. Data collection and analysis followed Moustakas procedure of data analysis. The results revealed that tutors continue to rely on traditional approaches in the teaching of students, where the clinical supervision approach is not used during school practice and minimal attention was given to the non- classroom based activities. This research study adds to the body of knowledge about ways in which Constructivist- Informed Teaching supports teaching effectiveness and promotes students’ learning, amplifying the need for reflective practice in instruction at Teacher Training Institutions. Findings from this study will help to improve teacher preparation at the Teacher Training Institutions by supporting ongoing Continuous Professional Development through the use of several constructivists’ practices that include reflection, clinical supervision, constructivist-guided coaching, and other interventions in a proper and professional setting. Additionally, these results will help in the implementation of the National Teacher Policy (2019) and will also support the review of the Teacher Training Institutions’ Curricula being undertaken by the Uganda National Institute of Teacher Education.
Health risks associated with metal exposure in roasted meat, drinking water and black tea
(Kyambogo University (unpublished work), 2018-12) Bamuwamye, Michael
Heavy metals are major environmental pollutants, and their toxicity is a problem of increasing significance for ecological, evolutionary, health and environmental reasons. Regular consumption of food and water contaminated with heavy metals exposes the consumer especially children and women of child bearing age to adverse developmental, reproductive, neurological, immunological, teratogenic and carcinogenic effects. Data on the potential risk contribution of heavy metal contaminated water and food towards the disease burden in Uganda is inadequate. This study aimed to assess heavy metal exposure and health risks posed to the population in Kampala, through consumption of street roasted meat (SRM), drinking water and commercial black tea sold in the city. Twelve samples of each of the street roasted pork, beef, goat, and chicken were randomly purchased on the streets of Kampala City. Forty seven samples of each of groundwaterfed protected spring, tap and bottled water were obtained from the five divisions of the city. Twenty samples of commercial black tea brands were randomly purchased from supermarkets and retail shops in the five divisions of Kampala City. Street roasted meat were analysed for lead (Pb), arsenic (As), cadmium (Cd), chromium (Cr), copper (Cu), zinc (Zn) and iron (Fe) using Atomic Absorption Spectrophotometry. Drinking water and black tea samples were analyzed for aluminium (Al), mercury (Hg), manganese (Mn) and nickel (Ni) in addition to the above parameters. Human health risks due to exposure to toxic elements were determined using the deterministic risk analysis approach described by the United States Environment Protection Agency (US EPA). Cancer and non-cancer risks were estimated for both children and adults using incremental lifetime cancer risk (ILCR) and non-cancer hazard quotient (HQ), respectively.
Higher educational programmes in the development of Uganda cases of development studies programmes of Uganda martyrs and Makerere universities
(Uganda Martyrs University (unpublished work), 2011-06) Lubaale, Grace
The study is on the Higher Educational programmes in the development of Uganda. This is because in recent years, Higher Education (HE) has received considerable attention from major development agents like the World Bank, governments, public and private sector agents plus families having been widerrated for some time yet vital in the area of training human resource and research. In Uganda, enrolment in HE has increased more than 1000 % in the last three decades with more than 200 programmes in the 28 universities by 2008. The study specifically focuses on the Development Studies (OS) programmes of UMU and MUK whose graduates are meant to propel development in Uganda yet gaps in the development process are still evident. Tben:fore, the study aimed at examining the curriculum, pedagogy, assessment, contributions, challenges and opportunities of OS programmes in the development of Uganda. Both qualitative and quantitative approaches were employed so as to provide the necessary triangulation for getting a more composite data to articulate better the findings. Further, a descriptive research design specifically a case study was adopted in order to secure in-depth data regarding OSprogrammes and graduates. The study used a sample size of 24S respondents using research instruments of a semi-stJUCtured questionnaire, interview guide, discussion guide, and check list. The study found out that graduates are making contributions to the development of Uganda panly because of HE. However, there are still gaps in the development process which graduates have not been able to close because of the limitations in the curriculum, pedagogy and assessment techniques,and the existence of internal and external challenges affecting them. The study identified the following opportunities for OS programmes as; a new area of study, able to attract sponsorship, wide range of employment opportunities, and increased number of applicants. The study made the following recommendations ; improve on the inputs process-outputs of education, scholastic materials, establish a development Think Tank, tighten admission criteria, academic staff, and tutor-students mentoring. The study concludes by recommending for curriculum review which will reflect the cognitive, affective and psychomotor domains in order to produce more competent graduates for the development of Uganda.
Leadership behaviours and organisational commitment of academic staff mediated and moderated by job satisfaction and emotional intelligence at Kyambogo University, Uganda
(Kyambogo University [unpublished work], 2023-10) Kato, Joshua Kimata
The study investigated the topic: Leadership Behaviours as Significant Predictors of Organisational Commitment of the academic staff at Kyambogo University. Specifically, the study examined whether leadership behaviours were significant predictors of organizational commitment, assessed whether leadership behaviours were significant predictors of job satisfaction, examined whether job satisfaction was a significant predictor of organizational commitment, and assessed whether emotional intelligence was a significant predictor of organisational commitment of academic staff. The study also tested the mediating effect of job satisfaction on the relationship between leadership behaviours and organisational commitment, and the moderating effect of emotional intelligence on the relationship between leadership behaviours and organisational commitment of academic staff. Using the positivist research paradigm, the study adopted the cross sectional-correlational research design. Data were collected using a questionnaire survey on a sample of 156 academic staff. Data were analysed using descriptive statistics and structural equation modelling. Overall findings revealed that leadership behaviours, job satisfaction and emotional intelligence were positive and significant predictors of organisational commitment. The findings also revealed that leadership behaviours, participative leadership positively and significantly correlated organisational commitment of academic staff, while directive, participative and supportive were positive significant predictors of job satisfaction of academic staff and achievement-oriented leadership behaviours negatively and significantly correlated with job satisfaction. Further, the study revealed that job satisfaction partially mediated the relationship between leadership behaviours and organizational commitment of academic staff but emotional intelligence negatively and insignificantly moderated the relationship between leadership behaviours and organisational commitment of academic staff. Pertinent conclusions were derived; hence the following recommendations were made in order to enhance organisational commitment of academic staff. Management needs to enhance the implementation of participative leadership behaviours, intrinsic job satisfaction, self-management and social-awareness in order to promote organisational commitment of academic staff. Further, three leadership behaviours namely directive, supportive, and participative leadership behaviours should be enhanced in order to promote job satisfaction of academic staff.
Learner support systems in enhancing the delivery of distance learning programmes for in-service teacher education in Uganda: the case of Kyambogo University
(Kenyatta University (unpublished work), 2011-05) Otto, Aron Yona
The focus of this research study was on learner support systems in enhancing the delivery of distance learning programmes for in-service teacher education in Uganda: the case of Kyambogo University. The study recognizes the development of distance learning in Uganda in general and the use of distance learning in improving the training of teachers in particular. The study stresses the need for better trained teachers whose roles are changed from being expositors to that of facilitators of learning activities. Such teachers must be provided with an educational environment which is conducive to learning, replete with resources of various kinds, print-based, audio visual, ICT and mechanical devices where possible to support such learners. This study was carried out in nine Primary Teachers' Colleges co-coordinating centres. These are: Kibuli, Busuubizi, Nkokonjeru, CTK Gulu, Lodonga, Kabwangasi, Bukedea, lbanda and Kiyoora. The research design used was cross-sectional survey. This design helped the researcher to gather information from different categories of samples at the same time. The primary data was collected by use of questionnaires, interview and observation tools. The secondary data was obtained from reference books, magazines, journals, periodicals and internet materials. A total of 420 respondents were used for the study. The data collected were analysed using both qualitative and quantitative methods in an inter-complementary manner. Qualitative analysis was used to analyse views of the respondents, while quantitative data were entered into the computer and analysis was done using computer statistical package for social sciences (SPSS). The results of the study revealed a number of challenges associated with learner support system in enhancing the delivery of distance learning programmes at Kyambogo University. The key challenges the study identified were, lack of provision of a variety of learner support services, poor facilitation skills by lecturers, lack of library uses by the distance learners, poor co-ordination of the distance learning activities between Kyambogo University and the PTC co-coordinating centres, delay in release of results and lack of Government involvement in supporting distance education programmes in Uganda. In view of these challenges, key recommendations were made, notable are that, Kyambogo University should review its learner support services to improve programme delivery systems, study materials be provided in time for the distance learners to access, staff training in distance education should be enhanced and effective guidance and counseling services be provided to improve support services. Prompt release of results to the distance learners should be done timely to encourage them to work harder in their studies. Above all, practical work and library facilities should be made available for the learners and facilitators to access and utilize in order to improve teaching and learning at a distance.
Occupational safety and health status in the informal non-food manufacturing sector in Kampala city, Uganda
(Egerton University (unpublished work), 2019-10) Wekoye, Stephen Aurice
The informal sector is an engine of growth with more than 1.8 billion people globally and one billion workers in developing countries producing a greater portion of GD (25-60%) in developing countries. It provides employment opportunities to majority of the population in bod! developing and developed countries. However the sector is unregulated and recorded in government statistics. There are high and tragic incidences of occupational related accidents and injuries that go unabated in Kampala. The purpose of the study was to assess the OSH status in the informal non-food manufacturing sector and identify interventions in Kampala A cross sectional survey design was used, both qualitative and quantitative data were collected. 424 firms were sampled; manufiicture of metal products, furniture, textiles and clothing, concrete and brick, paper and paper recycling, repair of machinery and other manufacturing sectors of the informal sector. Data on hazards and control measures, lr.nowledge, attitudes, administrative measures and compliance were obtained using questionnaires, checklists and interview, on OSH Legal framework were obtained from JLO OSH conventions, Acts, textbooks and government reports and analyzed into frequencies, pm::entages, chi-square and multivariate regression. Various types of hazards were identified; inadequate ventilation 66 (50.4%), optical radiation 55 (44%), extreme weather 88 (37.4%), extreme heat 71 (34.3%), extreme noise 79 (27.9"/o), in manufacture of metal products. Noxious gases 91 (26.7%) and paints 66 (19.5%) in furniture and metal products while sharps 77 (21.3%) were in manufacture of metal products. Ergonomic hazards heavy lifting 67 (19.5%) in metallic products and psychosocial hazards such as stress accounted for 105 (30.5%) in metal products. Factors affecting OSH practices at p< 0.05 were; age x2 = 51.3, gender x2 = 23.9, marital status x2 = 17.1, education level x•= 147.3, period working in Jua lcoli x2• = 87.5, number of employees at work x2 =69.9 and hours spend per day x2 = 19.8 while the CORs were; age 0.0467- 0.0478, gender 0.0918-0.0997, education level 0.0859- 0.0819, PPE usage 0.0317-0.0319). All the enterprises Jacked awareness on OSH regulations, workplace OSH policies and certificates of machinery inspection. Knowledge of occupational hazards and control measures was moderate 271 (70%) while attitude towards hazard control measures by complying with safety precautions was very poor (below 16%). Compliance with hazard control measures was low, however PPE usage was 254 (65.4%) and 239 (61.6%) applying hazard control measures in the informal sector. Creation of awareness through mass media, training and awareness, provision of OSH regulations and regulation by government were recommended.
Organizational support and research productivity among lecturers at Kyambogo University
(Kyambogo University [unpublished work], 2023-09) Kanaabi, Moses
In today’s hyper-competitive higher education market, research productivity has become a dominant criterion for establishing the relative standing of individual academics and ranking of universities. However, in Ugandan universities, attention is paid more to the teaching function. The research function is generally left to individual lecturers to conduct as a requirement for promotion. This study therefore sought to evaluate the effect of the university organizational support on lecturers’ research productivity at Kyambogo University. The analysis focused on research policy, research management, research funding and research infrastructure as the organizational support avalled to lecturers in promoting research productivity. Research Productivity was indicated as article publication, Book authorship, conference presentation and graduate students‟ supervision. The study used a mixed-method cross-sectional correlational survey design. A sample of 127 Ph.D. holding lecturers and 9 key informants participated in the study. Data was collected using questionnaires, documentary analysis and interviews. It was analysed using Structural Equation Modelling for quantitative data while qualitative data was analysed through thematic content analysis. Overall, the results revealed generally low organisational support (mean = 2.83 Std D. = 0.258), low research productivity (mean = 2.83, Std D. = 0.693), indicating a significant relationship between organisational support and research productivity (β = 0.523 p = 0.000). Specifically, the study established a significant positive effect of research policy (β = 0.219, p = 0.023) and research infrastructure (β = 0.280, p = 0.016) on research productivity. However, no significant effect of research management (β = 0.027, p = 0.803) and research funding (β = 0.113, p = 0.253) on research productivity. The study thus concluded that organisational support is a major predictor of research productivity in universities and recommended university managers to improve the support given to lecturers to conduct the university research function. In particular, the study recommended the formulation and implementation of favouring and supportive research policies, and increased funding to improve the university research infrastructure as the most critical support factor for research productivity.
Performance Management and Job Performance of Academic Staff at Makerere University, Uganda
(Kyambogo University [unpublished work], 2023-10) Anyango, Mary
The study sought to establish the relationship between performance management and the job performance of academic staff at Makerere University. It was based on four study objectives: (i) to establish the relationship between goal setting and job performance; (ii) to establish the relationship between staff performance appraisal and job the performance; (iii) to establish the relationship between staff career development and job performance; and (iv) to examine the relationship between rewards and the job performance of academics. The research employed a comprehensive mixed-methods approach, incorporating both quantitative and qualitative methodologies. A total of 184 academic staff members were involved in the study, comprising 174 lecturers as primary respondents for the collection of quantitative data, along with 5 administrative staff and 5 heads of department who provided valuable qualitative insights. Whereas lecturers were selected using random sampling, heads of department were purposively sampled. Data were collected using a self-administered questionnaire and interview guide. The collected data were analysed using frequencies, mean, percentages, and standard deviation at the descriptive level, while at the bivariate level, simple linear regression, factor analysis methods, and multiple regression analysis were applied. Findings revealed that there is a significant positive relationship between goal setting and job performance of academic staff (r= 0.549, p=0.000), there is a significant positive relationship between staff appraisals and job performance of academic (r = 0.552, p = 0.000), there is a significant positive relationship between career development and job performance of academic (r = 0.397, p = 0.000), there is a significant positive relationship between rewards and job performance of academic (r = 5.64, p=000) at Makerere University. The qualitative results were categorically analysed following the themes based on the four study objectives. It was concluded that performance management dimensions are significantly related to the job performance of academic staff at Makerere University. It was also concluded that; goal setting is imperative for the job performance of academic staff, staff performance appraisals are essential for the improvement of job performance of academic staff, staff career development is vital in improving job performance of academic staff, and rewards are necessary for the effective job performance of academic staff at the university. The study recommended that to boost the performance of academic staff in the three colleges; College of Education and External Studies, College of Humanities and Social Sciences, and College of Business Administration and Management Science, the university’s management should streamline the goal setting process to enhance the job performance of academic staff. Heads of department and administrators in the university should strengthen the implementation of staff performance appraisal. Management of the university should also endeavour to implement effective staff career development practices that enhance performance of academic staff. Additionally, university management should transparently implement and improve the reward procedures for academic staff in order to enhance the job performance of academic staff at the university.
Risk factors for helminth infections and effects of participatory hygiene and sanitation transformation on intestinal helminths in children under five in Luweero district, Uganda
(Makerere University (unpublished work), 2006-03) Dumba Robinah
Luweero district health records reveal high cases of intestinal worm infections that take third or fourth position among the top IO diseases in the out-patient diagnoses. Helminthiasis has caused morbidity ranging from 5.0% to 9% in recent years 1997 to 2004 in the under fives in the district. Despite this position, neither the cause of the high prevalence nor the impact of any intervention had been investigated. A three-phased study to assess the effect of Participatory Hygiene and Sanitation Transformation methodology (PHAST) on intestinal helminths in children less than five years was therefore carried out in 19 villages of Luweero district in Uganda, for 3 years ending April 2003. Phase l was a cross-sectional descriptive baseline survey that investigated the prevailing helminth status and risk factors that promote helminth transmission. Stools from 727 children were examined for presence of helminth ova using Kato/Katz technique and questionnaires administered to all respondents. Phase 2 investigated the viability of PHAST intervention in controlling helminthiasis: PHAST training was conducted thrice in the experimental villages while all the subjects in the study were dewormed with a single oral dose of 400-mg albendazole depending on age. Phase 3 was a follow up on the effect of the intervention. Overall, there was a prevalent rate of27.6% (201/727) of children in(ected with helminth ova; with an arithmetic mean of965.0 eggs per gram of faeces (epg). Out of201 children, 82.0% were infected with Ancylostoma duodenale and/or Necator americanus, 18.9% with Ascaris lumbricoides, 7.0% with Trichuris trichiura, 1.0% with Enterobius vermicularis, and 0.5% with Hymenolepis nana. Risk factors strongly associated with helminth infections included methods of anal cleaning, methods of hand washing after Latrine visits: maintenance of compounds and latrines, rearing of pigs as well as age of the subjects.
Student teachers’ perspectives on shaping pedagogical practices at Makerere University, Uganda
(Kyambogo University [unpublished work], 2023-09) Bwiruka, Jane Frida
This study used a qualitative approach to analyse the student teachers „perspectives on shaping pedagogical practices at Makerere University. Data was collected using semi-structured interviews in which twelve third year student teachers and three student leaders at the College of Education and External Studies were purposively selected. Data was analyzed through thematic framework analysis using Yuksel and Yildrim steps of data analysis. The findings revealed that, students remain dissatisfied with the continuity of authoritarian pedagogical practices depicting the traditional linear logic of knowledge transfer, which reduce them to passive recipients of knowledge. The research recommended a set of core values that could to be established to enable contemporary pedagogical practices. A strong competence-based pedagogy through the introduction of practical/experimental schools, built with strong Information Communication Technology (ICT) should be introduced. Also, the Government of Uganda should introduce a sufficient and well- structured legal framework necessary for programmatic, institutional and personal mentorship in all education institutions. Although school practice was highly valued by the student teachers, a lot still needs to be done to improve on the professionalism, supervision and competence expected of the 21st century pedagogy. This therefore necessitates the need to adopt new models of teacher preparation that can be emerged with the present practices.
Support supervision and teacher performance in government-aided primary schools in Teso sub-region, Uganda
(Kyambogo University [unpublished work], 2022-11) Okia, Henry Stanley
To improve the performance of primary school teachers in Uganda, support supervision was adopted as a key strategy for achieving this goal. Despite this move, teachers in the Teso Sub-region are not meeting their performance expectations in lesson preparation, learner engagement and assessment. This study examined the relationship between support supervision and teacher performance in government-aided primary schools in the Teso sub-region, Uganda. Informed by the general systems and path-goals theory, the study specifically sought to determine teacher performance, establish the status of support supervision, and find out the relationship between democratic, directive, and non-directive support supervision approaches and teacher performance in government-aided primary schools in the Teso Sub-region. A concurrent triangulation design was used. Both quantitative and qualitative methods were used to collect data from 359 respondents, selected from 367 out of 1008 government-aided primary schools in the Teso Sub-region. Qualitative data was obtained using semi-structured interviews, observations and documentary analysis, while quantitative data was collected using questionnaires. The respondents included classroom teachers, headteachers, DEOs, DISs and CCTs. Quantitative data was analysed using descriptive statistics, Pearson correlation and multiple regression analysis, while qualitative data was analysed using content analysis. The findings from the study showed that the performance of teachers in government-aided primary schools in the Teso Sub-region was just satisfactory. Teachers invested some time, physical, and mental energy into their key job tasks. They, however, had little time to prepare for their teaching, did not always organise their classroom into a positive learning environment, and had a challenge tracking individual pupils’ learning progress. Support supervision aspects of dialogue, team promotion, reflection and task-oriented guidance were done and contributed to about 46.3% of the work performance of teachers. Generally, support supervision was taken as a formality and perceived as a monitoring and standards enforcement activity rather than being a professional development practice. Its frequency, therefore, was still minimal. It was concluded that professional development, rather than a compliance perspective to support supervision, would produce better results in teacher performance among primary school teachers in the Teso Sub-region. It is recommended that officers who carry out support supervision in Uganda, including MoES, DEOs, DISs and HTs focus more on mentoring, competence and professional development to enhance teacher performance in government-aided primary schools in Uganda. The Ministry of Education and Sports should do regular monitoring and effect fund operational costs of support supervision to allow district education departments perform their roles more effectively and efficiently. Further studies can be done on the relationship between support supervision and the professional development of teachers in Uganda and the education system.
Virtue-ethics as sine-qua-non to economic empowerment of grassroot pastoral agents for evangelization in 21st century-Arua diocese, Uganda
(Kyambogo University[unpublished work], 2022-11) Aluma, Wadri Robert
The twenty first century is an era of fortunes and misfortunes. Though globalization and capitalism associated with this century has brought integral development, thanks to science and technology, many people have been driven to poverty. Religion has not been spared by the sweeping globalization and capitalism. For religious leaders to survive in this capitalistic environment, they also need capital. Using the case of catechists in Arua Dioceses, this research recognizes the importance of capital wealth and economic welfare in evangelism but posits that this capital-wealth, economic welfare and empowerment should be anchored on virtue-ethics if evangelization is to be effective. Wealth accumulation without virtue-ethics is an anathema and jeopardizes evangelization as a divine mandate (Mt. 10: 1-15; 28: 19-20; Mk. 16: 15-18). Data collection for the study was guided by four research objectives: i. To establish the economic conditions of grassroot pastoral agents. ii. To examine the virtuous behaviour of pastoral agents in economic empowerment for evangelization. iii. To investigate the practice of ministry of evangelization among the grassroot pastoral agents. iv. To draw a way-forward for the pastoral agents themselves and the diocese towards economic self reliance. The research used both qualitative and quantitative approaches—with significant findings about the economic conditions of catechists in Arua dioceses, and the profound impact of poverty on their religious mandates. The data analysis was aided by Statistical Package for Social Sciences (SPSS - IBM Version 20) software where Tables and Figures were generated, interpreted, analyzed and presented. From the findings, the economic and living conditions of the grassroot pastoral agents are indicators of high levels of poverty. The socio-economic conditions associated with poverty affects virtuous dispositions and inevitably evangelization. The study recommended that Arua diocese prioritizes economic empowerment of grassroot pastors as a motivational parameter for evangelists. Economically empowered pastoral agents were by ipso facto motivated to deliver results. Virtue ethics should be emphasized in the curricular training of these pastoral agents as a sine-qua-non to mitigate the dangers of wealth accumulation that otherwise jeopardize evangelization. Besides, to liberate the others from negative forces, the agents must first liberate themselves. Hence, there has to be emphasis on entrepreneurial courses on the syllabus of Centers that churn out grassroot pastoral agents to mitigate the negative impacts created by poverty such as giving limited time for evangelism in favor of fulfilling other economic needs, misappropriation of church funds.

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