Masters Degree Dissertations

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Academic staffing and school effectiveness in selected primary schools in Apac district
(Kyambogo university [unpublished work], 2014-11) Oneke, Philips
This study was an investigation on academic staffing and school effectiveness in selected primary schools in Apac District. The study was conducted through cross-sectional survey research design. Both qualitative and quantitative methodologies were used. Oral interviews, questionnaires and documentary analysis kit were used as the major instruments of investigation. A total of 99 respondents were selected using stratified random sampling and purposive sampling techniques from a population of 1548 teachers, 120 headteachers and three District officials. Data was collected and analyzed statistically using percentile to answer the three research questions and it was found out that academic staffing significantly affect school effectiveness in primary schools in Apac District. In light of the fore going discussion and conclusion, the researcher recommended the followings: The Ministry of Education and Sports should always review academic staff establishment ceiling in line with the demographic trends in school enrollment. The Ministry of Public Service should consider decentralizing the determination of the number of teachers to be recruited at the district level if human resource gaps in primary schools are to be addressed. The human resource managers at the district should always ensure that teachers in primary schools are deployed according to the academic staff establishment ceiling.
Accelerated learning programme and academic standard of learners in juba county, south Sudan
(Kyambogo University (unpublished work), 2017-11) Mono, Robert
The Accelerated Learning Programs (ALP) was an initiative in South Sudan to address the high demand for education by over aged children who failed to enroll and complete primary education at the right age. This study sought to establish the impact or ALP on the academic standards of the learners in Juba County, South Sudan. The study was guided by four objectives. These were; to compare the academic competence or level four A LP learners with those in primary eight. to identify the institutional challenges in the implementation /\ LP. to identify the learner challenges in attending Al.P and to establish the mitigation measures to the challenges facing the implementation of ALP. A causal comparative research design was adopted and both qualitative and quantitative methodologies used. Data for the study.was collected from a wide range of respondents comprising ALP learners, teachers, head teachers and local education leaders. In addition to the secondary data extracts, a questionnaire and an interview guide was designed to collect primary data. The final examination results for the two groups were compared using T-test for independent groups while descriptive statistics was used to analyse information collected using the questionnaire. The study revealed that. primary eight learners performed better than level four ALP candidates in the fin al primary leaving examinations. Shortage or financial resource to implement infrastructural development, enhance teachers' motivation, and low staff performance capacity were some of the institutional challenges identified to hinder the implementation of the programe . On the other hand, Low household income, competing family needs. responsibilities outside school. insecurity and poor academic performance \Vere the challenges ALP learners faced in attending to the programme for the mitigation measure s. working hand in hand with development partners. building or post primary institutions. construction and revitalisation or county education sectors, and peace building were some of the mitigation measures employed to avert challenges to the program. It was recommended that the government and the development partners increase the funding for accelerated learning programme to improve the human resource, infrastructure and other resources needed for the success of the programme.
Administrative practices of head teachers and teacher performance in Buhimba sub county secondary schools Hoima district, Uganda
(Kyambogo University (un published work), 2019-11) Ajuna, Redeemer
This study was carried out to assess the influence of school administrative practices of head teacherson teacher performance in selected secondary schools in Buhimba Sub-County-Hoima District. Specifically, the study beseeched the influence of teacher selection,time tabling and record keeping on teacher performance. To achieve the study objectives, a cross-sectional study design was applied using both qualitative and quantitative approaches. Purposive and simple random sampling techniques, a sample size of 130 respondents was drawn comprising of teachers, headteachers, Schools’ BOG and PTA members, District Education and MoES Officers. Data was collected using questionnaires, interviews and documentary review. Analysis of the collected data involved computation of descriptive statistics and inferential statistics involving Pearson’s correlation and Linear regression analyses for quantitative data and discourse analysis for qualitative methods were also used in analyzing the data. From the analyses, results revealed a significant influence of teacher selection for supervision on teacher performance (B=0.672, R=0.447,P<.001), timetabling significantly predicted teacher performance (B=0.757, R=0.570,P<.001)and a significant influence of record keeping on teacher performance (B=0.411,R=0.162,P<.001) in Buhimba Sub County. It was concluded that; teacher selection influences teacher performance, time tabling impacts on teacher performance and record keeping influences teacher performance (though to a small extent compared to teacher selection for supervision and time tabling).It is recommended that headteachers should: adopt an appropriate teacher selection criterion when it comes to supervision of class teaching; ensure regular and careful assessment of teachers and provide a clear notation of expectations of records to be reviewed and parameters to be fulfilled in accordance with supervision guidelines; and timetable formulation should involve all teachers to cater for every member’s needs and preferences.
Ageing and work performance of academic staff in public universities in Uganda a case study of kyambogo university
(Kyambogo university[unpublished work}, 2014-11) Bahemuka, Julius
The study was conducted to establish whether there exists empirical evidence that suggests existence of a relationship between Ageing and work performance of academic staff in public Universities in Uganda. The study employed both Case Study and Descriptive design based on a total of 100 respondents The study was conducted at Kyambogo University, data was collected from a simple random sample of fifteen (15) Participants, twenty-four (24) Participants were purposively selected and sixty one (6 1) Participants were conveniently selected. A questionnaire, with four sections, interview guide and documentary analysis were used to collect data. The study was qualitative in nature and data was analyzed using Pragmatic Content Analysis. The results of the study revealed that ageing does not significantly affect work performance of aged academic staff. The findings also revealed that aged academic staff were fairing very well in the teaching function. The study concluded that, in high-complexity jobs, which place Jess demands on physical attributes (eg, strength and endurance), performance in these jobs will likely suffer less from age-related deficits relative to those found with low-complexity jobs though Older adults in cognitive demanding jobs also face some increasing cognitive deficits with age, but presumably, they have ample cognitive resources that buffer against expected age-related declines in performance. The study recommended that public Universities in Uganda should continue employing aged academic staff to ensure continuity. Public Universities should accord staff appraisals due attention in order to determine the efficiency and effectiveness of staff. Procedural and distributive justice in administration should be ensured in order to enhance work performance and performance contracts should be clearly spelt out along with commensurate rewards in order to attract and retain employees. This will enhance equity hence improved work performance of academic staff in public universi ties in Uganda
Analysing the effects of oil and gas exploration activities on people’s livelihoods in the Albertine graben in western Uganda
(Kyambogo University, 2021-08) Kyosimire, Sylvia
This study was conducted to establish the effects of oil and gas exploration activities on people’s livelihoods in Butiaba Sub County, Buliisa District in the Eastern shores of Lake Albert, western Uganda. Across sectional survey design was adopted to realise the study objectives, using both quantitative and qualitative approaches. All the 4 parishes in Butiaba Sub County were included in the study, picking 5 villages from each. A sample of 310 respondents comprising of 297 household heads and 13 key informants were selected from the study area using simple random and purposive sampling strategies. Questionnaires were administered to household heads while interviews were held with the key informants comprising of oil and gas companies’ employees, District officials, and local leaders. Field data was collected through direct field observations and documentation. Questionnaire responses were organised and coded to generate quantitative data, which were analysed using Multiple Response Analysis (MRA) with the help of SPSS version 23.0 and the results reported as frequencies and percentages. Qualitative data obtained during key informant interviews underwent content analysis and the results were reported in form of narratives. The study found out that surveying was the most dominant oil and gas exploration activity followed by mapping, oil well drilling, site clearance, seismic probing, construction works and land acquisition which was the least dominant among all the activities. Commissioning of oil and gas exploration activities was found to have had both positive and negative effects on people’s livelihoods. Positively there was increased engagement in livelihood activities such as trade and commerce (by 10.3%), casual employment (by 26.2%) formal employment (by 84) and sand mining (by 8.2%). Further positive outcomes included increased access to food and infrastructural developments. Negatively, there was decreased engagement in livelihood activities such as crop farming (by -32.1%), livestock farming (by -26%) and fishing (by -45%). Other negative outcomes included increase in land conflicts and displacement of people thus affecting their production. To deal with the negative effects of oil and gas exploration activities, tree planting, resettlement & compensation and exploration sites restoration were the main mitigation measures undertaken by oil and gas companies, the community and NGOs in Butiaba Sub County. From the study, a conclusion is reached that commissioning of oil and gas exploration activities in the Albertine region has brought about a number of positive effects on people’s livelihood sources leading to job creation, market expansion, increase in land value and development of social amenities from the exploration support infrastructure. However, the activities have also affected people’s livelihood sources negatively. An integrated stakeholder involvement is suggested for managing the effects of oil and gas exploration activities in Buliisa and future research to focus on assessing effects of oil and gas exploration on land resources from which people derive their livelihoods, using remote sensing and GIS.
Analysis of students' affairs management and the prevalence of Strikes in Uganda universities: A case study of kyambogo university
(Kyambogo University [unpublished work], 2015-12) Bakunga, Emmanuel Mubiru
The general purpose of the study was to analyses students' affairs management and the prevalence of strikes in Universities of Kyambogo University. The study specific objectives were to identify causes of strikes, to examine the level of management of student affairs regarding strikes in Kyambogo University and to identify possible administrative strategies for improving the management of student affairs to mitigate the occurrence of strike sin Kyambogo University. The study was carried out among 121 students and 10 administrative staff, who were selected using simple and convenience sampling strategies. Data was collected using interview guide and a questionnaire. Data was analysed using SPSS Version 17 to generate frequencies, percentages while qualitative data was analyzed using critical judgment approach method following themes and subthemes of the several causes of strikes involving poor communication, denial of student consultation before major policies are passed, poor management strategies, poor quality teaching, delay to release examination results. It was found out that strikes are managed at various levels through putting student bodies to represent them in meeting, improving on the teaching through introducing modem teaching methods, problem based learning. The findings also revealed that putting up a communication platfmm for students, improving on students' welfare services, among others as likely options to reduce strikes. It was concluded that; over 65% of the study respondents agreed that strikes in Kyambogo University are caused by poor funding, under payment of staff, poor management strategies, poor teaching and poor communication; over 68% of the study respondents showed that there are strategies like improving on staff salaries, improving on teaching by introducing modern teaching strategies, creation of student leadership bodies among others; the university management should put several income generating projects to increase on staff salaries, should put up effective team management, should create and student leadership bodies and consult them before policies are passed. It was recommended that; to curb the problem of strikes in Kyambogo university, the university council, should put up committees at all departments and faculty to identify the causes of strikes; the university should strengthen on its revenue base, should improve on the quality of teaching by introducing problem based teaching strategies, improve on communication with students.
Assessing the effects of water hyacinth on the physico-chemical water quality in Murchison bay- Lake Victoria basin, Uganda
(Kyambogo University., 2021-06) Kiyemba, Hussein
Despite its aggressive nature the water hyacinth, its extent and impact on water quality is not well documented. This study involved mapping the extent and pattern of water hyacinth between 2016 and 2019, determining the effect of water hyacinth on physico-chemical properties of water, and establishing the perceived determinants of water hyacinth extent and distribution pattern in Murchison Bay on Lake Victoria. A cross-sectional study design was adopted for the study following both qualitative and quantitative approaches. Sentinel 2A images of the study area for the period, 2016-2019 were used to map the water hyacinth extent and distribution pattern. 10 pairs of water-sampling point locations were determined for water sampling in areas with water hyacinth and those from open lake at an average distance of 500 meters from each sampling point. Respondents (201) were also sampled (purposively) from the landing sites of Ggaba, Port Bell and Mulungu, comprising of fishermen, traders, fisheries officers, officials from national water, and local residents. The respondents were asked to rate 15 factors on a scale of 1- 4 to show the extent to which they believed determined extent and pattern of distribution of water hyacinth. A Two-way ANOVA was conducted to determine the effect of sampling environment and depth on water quality parameters. The results that in 2016, water hyacinth covered a land area of 511 km2 (1%) which increased to 2,434 km2 (4%) in 2017. The coverage dropped to 1,542 km2 (3%) in 2018. The coverage increased again in 2019 to 2138 km2 (4%). The two-way ANOVA results indicated significant effect of sampling environment on pH, DO, COD, BOD, Turbidity, TP and Transparency but not EC, and temperature. The effect of sampling depth was only significant on pH, EC, BOD and DO while the interactive effect of environment and depth was insignificant for all water quality parameters. From the socio-economic data, sewerage effluent discharge, blowing of local winds and path of Ferry Navigation were perceived as key determinants of water hyacinth distribution. It was concluded that: (i) the extent and distribution of water hyacinth in Murchison Bay varies over space and time but concentration is mainly on the northern shores, (iii) Water hyacinth significantly affects water quality, in some cases beyond the WHO maximum permissible limits for human consumption, and the perception of the determinants of water hyacinth extent and distribution vary across Murchison Bay. Therefore, water resources management departments in the country should put up practical measures to control proliferation of the water hyacinth on water bodies. Future research should focus on long-term monitoring of water quality parameters with reference to water hyacinth infestation.
Assessing the impediments to primary school curriculum implementation in Bukwo district: a case study of Suam sub-county.
(Kyambogo university [Unpublished work], 2013-09) Yapchesang, Mary Florence
The main purpose of the study was to assess the constraints to the Implementation of the upper primary school curriculum in Bukwo district. The specific objectives of the study were as follows: to establish policy related factors to the Implementation of primary school curriculum in Suam Sub-County, Bukwo District; to examine the socio-economic factors on the Implementation of primary school curriculum in the primary schools, to find out the influence of teachers' participation on curriculum Implementation in primary school and to show stakeholders' views on appropriate ways of implementing the primary school curriculum. The study employed a cross-sectional descriptive survey design where both qualitative and quantitative research techniques were used. Simple random sampling was used to select pupils, deputy headteachers and teachers while key informants were purposively selected. A total number of 124 respondents were selected to participate in the study. Research findings revealed that policy related factors affect curriculum Implementation and these include; political instabilities, the policy to implement school curriculum being neglected by the policy makers and government's failure to ensure education fundamental human rights. Research findings indicated that socio-economic factors had enormous effects on school curriculum Implementation and these include; inadequate funds, lack of enough instructional materials, lack of capacity building and mobilization in schools and early marriages. Other findings related to lack of teachers' participation in planning the contents of school curriculum and coordination of activities among different stakeholders who are supposed to promote Implementation of school curriculum. Results show that, Pearson correlation coefficient show that there is strong, positive and significant relationship between socio-economic factors and successful team management and that socio-economic factors predicts 18. 9% of the variance in Implementation of primary school curriculum. For the second hypothesis, the calculated value was rho= 0.86, (p< .05 level of statistically significant point). It was concluded that there is a positive significant relationship between socio-economic factors and Implementation of primary school curriculum". "There is a positive significant relationship between teachers' participation and Implementation of primary school curriculum. The study recommended that politicians and stakeholders need to make decisions on resource allocation and use. Decisions will be required on resource management and the cost-efficiency of their use and this will ensure adequate resource provision for the curriculum Road mapping.
Assessment on the implementation of continuous assessment policy in lower primary classes in Soroti district, Uganda
(Kyambogo University [unpublished work], 2015-12) Ilenyot, Jennifer
The study set out to assess the implementation of Continuous Assessment (CA) Policy in Lower Primary Classes in Kamuda Sub-county, Soroti district. The study aimed to: 1. identify Continuous Assessment Policy positions, 2. examine the extent to which components of the Continuous Assessment Policy were being implemented; 3. establish factors that influence the implementation of Continuous Assessment in lower primary classes and accordingly suggested strategies that would help improve the implementation of Continuous Assessment policy. The study took on a descriptive research design, where both qualitative and quantitative approaches were employed in the data collection process, presentation, analysis and discussion of findings. Data was collected from 14 Government aided primary schools, with a total sample space of 60 respondents who were all selected purposively. These were subjected to closed ended questionnaires. The study also interviewed the District Education Officer (DEO), Centre Coordinating tutor, head teachers of respective sampled schools, and their Head of Infants. The findings of the study revealed that Continuous Assessment Policy Position was very clear, with a good vision but the implementation \•Vas still a challenge. This position was held by respondents across the spectrum from the DEO down to classroom teachers with supporting statistics hitting highs of beyond 90% for most groups of respondents. The findings further show that there were still gaps in keeping records of Continuous Assessment. The study findings also indicate that Continuous Assessment though implemented in lower primary classes was not done objectively. This was supported by 62% of the respondents from the category of the DEO, CCT and World Vision Coordinators responses, 72% of the head teachers and 75% of the teachers. Also an average of 50% of the respondents of the DEO, CCT and World Vision Coordinators responses, 56 % of the head teachers and 54 % of the teachers agreed that the identified factors influence the implementation of Continuous Assessment policy in lower classes in primary schools. Meanwhile on the different factors influence the implementation of Continuous Assessment policy in lower primary classes in Kamuda Sub-county, inadequate school facilities, low teachers' motivation, came out as the leading factors; and these factors formed the basis for the suggestion of strategies to improve on the implementation of Continuous Assessment in lower primary classes in Kamuda Sub County. The research concluded that a bottom-up approach starting with teachers and parents were needed to streamline implementation of Continuous Assessment. The study recommends that government of Uganda through the concerned ministry should invest more in the Continuous Assessment implementation process. Through the Ministry of Education, Science, Technology, and Sports should plan for more resources and Professional Development workshops and seminars in order to make teachers perform their duties efficiently and effectively.
Board of governors’ competence and performance of government aided secondary schools in Maracha district, Uganda
(Kyambogo University[unpublished work], 2021-12) Angupale, Cosmas Weber Andama
The study investigated BoGs’ competence on performance of students in Government aided secondary schools in Maracha District, Uganda. The objectives were to examine the level of BoG’s: financial planning; monitoring of infrastructure, facilities, equipment; and supervision competence of staff and student discipline and Performance in Government aided secondary schools in Maracha District. The study was mainly quantitative in nature and employed a cross-sectional survey design. The sample size consisted of 150 respondents. Purposive and simple random sampling techniques were used to obtain the study participants. Data were collected through a questionnaire with close -ended and open-ended items and analysed using descriptive statistics. Findings reveal that the level of BoGs’ financial planning competence is high in Government aided secondary schools in Maracha District as reflected by the grand mean of 4.0453 and standard deviation of 0.8206. The study findings also indicate that the BoGs members’ competence regarding monitoring of school infrastructure, facilities, equipment growth in government aided secondary schools in Maracha District is moderated as reflected by aggregated mean of 3.6794 and a standard deviation of 0.8262. It was also established that BoGs members’ competence to monitor staff and students’ discipline on Government aided secondary schools in Maracha District is high as reflected by aggregate grand mean of 4.16 and standard deviation of 0.62. The study concluded that: that the level of BoGs financial planning Competence in government aided secondary schools in Maracha district is adequate; meanwhile they competence to monitor school facilities and equipment is moderate; whilst, their competence to supervise staff and students’ is sufficient. It is hereby recommended that that seminars and workshops should be regularly organised for the BoGs members to improve their financial evaluation. Secondly, seminars and workshops should be regularly organised for the BoGs members to improve BoGs members’ capacity to spur infrastructure development of schools in the Government aided secondary schools in Maracha District. Seminars and workshops need to be organised regularly for the BoGs members to enhance and maintain their competence level to supervise staff and students discipline.
Boards of governors' contribution and academic performance of government aided secondary schools in iganga district, Uganda.
(Kyambogo University [unpublished work], 2015-08) Kayuza, Mukisa Moses
This study sought to establish Board of Governors contribution to academic performance in government aided secondary schools. The focus of the study was on Board of Governors financial control, discipline regulation, curriculum implementation supervision and challenges faced by board of governors in enhancing academic performance. The study carried out across-sectional survey design on a sample of 225 respondents. Data was collected by use of a questionnaire, an interview guide and a focus group discussion guide. The data were analyzed quantitatively and qualitatively. Quantitative data were analyzed using the Statistical Package for Social Scientists 17.0 (SPSS) program. At univariate level, data were analyzed basing on the mean, and frequencies. At bivariate level, the data were analyzed basing on the students't-test, ANOVA and correlation analysis. At multivariate level a regression analysis was carried out. The study established a significant positive relationship between Board of Governors financial control, discipline regulation and curriculum implementation supervision predicting academic performance, and BOGs faced a number of challenges in enhancing academic performance in the schools. It was thus concluded that there was a significant positive relationship between BOGs financial control, discipline regulation and curriculum implementation supervision; and BOGs faced a number of challenges in enhancing academic performance in schools. Therefore it was recommended that the government and in particular Ministry of Education, Science Technology and Sports should ensure that the Board of Governors' role of financial control is effectively implemented; head teachers should remind BOGs to be involved in discipline regulation; head teachers should effectively utilize BOGs curriculum implementation supervision; and the selection of BOGs should ensure strictly those who are concerned with school matters are appointed.
Boards of governors' participation and head teachers' financial management practices in secondary schools in Kaberamaido district, Uganda
(Kyambogo university [unpublished work], 2014-10) Oluka, Simon
This study set out to ascertain the effect of school Boards of Governors· par1icipation in financial management on Head teachers· financial management practices in secondary schools in Kaberamaido district. The study specifically, sought Boards of Governors perception on awareness of their responsibilities in school financial management practices in secondary schools in Kaberamaido district, assessed the extent to which Boards of Governors participated 111 financial management practices in secondary schools in Kaberamaido district, the effect of School Boards of Governors' participation in financial management on Head teachers' financial management practices in secondary schools in Kaberamaido district and the respondents' suggestions of the most effective financial management strategies Boards of Governors can use to enhance accountability by Head teachers. A descriptive cross sectional survey research design was used. In the study, both qualitative and quantitative techniques were employed in data collection process, analysis. presentation and discussion of findings. Data was collected from eight secondary schools which were selected using stratified sampling. In these schools, semi structured questionnaires were administered to Chairpersons of Procurement Units, Bursars, Chairpersons of Staff Finance Committees and Parents. Local Councils. Teachers and Old students· representatives to the BOGs. Interviews were also administered to Chairpersons of Boards of Governors. Head teachers and retired Head teachers. Document analysis was conducted for triangulation. it was concluded from the study that BOGs perceived they were aware of their school financial management responsibilities. members of BOGs participated in school financial management practices. BOGs participation in school financial management had little positive effect on Head teachers' financial management practices. The level of participation was not statistically significant enough to enhance good financial management practices by the Head teachers and that there is need for training of members of SBOGs on basic financial planning and management through workshops/seminars and establish channels through which fraud is reported and investigated. The study therefore recommended that for School Boards of Governors to be efficient and effective in ensuring good financial management practices by Head teachers; there is need for government through the Ministry of Education and Sports to plan for proper training of Boards of Governors in financial management through workshops and seminars in order to make them effectively perform their duties
Clinical supervision and student teachers' school practice performance in elected primary teachers' colleges in central Uganda
(Kyambogo University (unpublished work), 2017-10) Nakyobe, Margaret
The study was carried out to investigate the influence of clinical supervision on the student teachers· school practice performance in the selected primary teachers college Ill central Uganda. The objectives of this study were to examine the extent to which tutors used clinical supervision when supervising sn1dents· teacher on school practice and the relationship between clinical supervision and performance of student teachers on school practice The study was carried out in selected PTCs in central Uganda. These included three government aided colleges and one private college in central Uganda. The study population included the principals. deputy principals in charge of school practice, the directors of studies. tutors. head teachers of the demonstration / practicing schools and the second year student teacher giving a total or 360 respondents. The primary data collection tools were self-administered questionnaires. interviews and observation. Data analysis was done both quantitatively using percentages and graphs. and qualitatively in a descriptive way to back up the quantitative data. The Finding of the study indicated that the use of clinical supervision cycle in the training and assessment of teacher trainees during school practice in PTCs is fairly used than other modes of supervision. The study recommend need for creation of more awareness of tutors· responsibilities by the principals or MOE through regular workshops or seminars. Government through the Ministry of Education and Sports to plan for proper training of tutors in PTC . Trainers who are experts and well qualified in the area of supervision management should be used to equip student teachers with relevant skills to getting I producing a skilled teacher and Government should increase on the PTCS budget to specifically cater for supervision of student teachers during school practice.
Conflict management and organisational performance in selected government aided secondary schools in buikwe district
(Kyambogo University (Unpublished work), 2015-11) Ssekiziyivu, Edward
This study investigated the effect of conflict management and organisational performance of Government Aided Secondary Schools. The purpose of the study was to investigate the effect of conflict management and organisational performance of Government Aided Secondary Schools in Buikwe District. The objectives of the study were to investigate the existing conflicts in Government Aided Secondary Schools in Buikwe District; to find out the different conflict management techniques used in Government Aided Secondary Schools in Buikwe District; and to establish the most appropriate Conflict Management techniques that influence Performance of Government Aided Secondary Schools in Buikwe District. The study was carried out using a cross-sectional survey design on a sample of 120 respondents that were teachers, deputy head teachers and head teachers in Buikwe District. The data was collected by use of questionnaire and interview guide. The data was analysed quantitatively and qualitatively. Quantitative data was analysed using the Statistical Package for Social Scientists 17.0 (SPSS) program. At univariate level, data was analysed basing on the mean, standard deviation and frequencies and multivariate level, the data was analysed basing on multiple linear regression analysis. Qualitative data was analysed by discursive and thematic methods. The study established that several conflicts existed in schools, the dominating conflict management technique was the most dominant conflict management technique employed and the integrating conflict management technique was the most appropriate followed by compromising conflict management and then obliging conflict management technique. Therefore, it was concluded that the several conflicts that existed in schools were between management and staff then between members of management; in schools, the most common conflict management technique used was the dominating conflict management techniques; and the most appropriate management techniques significantly positively related with performance of schools. Therefore, it was recommended that policy makers and management of schools should identify the different conflicts in the schools and what causes them such that they sensitise all those affected such as teachers to avoid them; those involved in supervising schools should ensure that there are mechanisms in schools for resolving conflicts; and head teachers should employ the most appropriate technique that is the composite conflict management technique which is an amalgamation of different appropriate techniques.
Continuous assessment and performance of pupils in mathematics in primary schools in Ntungamo district, Uganda
(Kyambogo University [unpublished work], 2014-11) Atuhamye, Bernard Great
This study aimed at investigating the influence of Continuous Assessment on pupils' performance in Mathematics in Primary Schools in lhungaSub-county, Ntungamo District. The specific objectives of the study were to establish the influence of Continuous Assessment in Mathematics on the end-of-term scores, grades obtained in Primary Leaving Examinations (PLE) and coverage of prescribed syllabus .The cross-sectional research design was used to guide the study on the influence of Continuous Assessment and performance in Mathematics of pupils in primary schools in Ihunga Sub-County in Ntungamo District, Uganda. A total sample of 86 participants including teachers and head teachers of the fifteen primary schools was used.Questionnaires and Focus Group Discussion Guides were used to obtain data from 86 study participants from 15 primary schools. Data were analyzed by descriptive statistical techniques and presented in form of tables, frequencies and percentage distribution. The major findings of the study were That; continuous assessment influences end-of-term scores, PLE grades and syllabus coverage in many ways. The significant ones being end of unit tests as the best methods of getting data for assessing pupils' performance, Continuous Assessment works best in Mathematics for small classes and enables pupils to work hard to improve on PLE grades. The study concluded that there was a positive influence of Continuous Assessment towards the performance of Mathematics of pupils in primary schools. It was however, established that Continuous Assessment was not emphasized as there was scanty evidence of the records concerning Continuous Assessment. It was therefore recommended that stakeholders should put emphasis on Continuous Assessment so that There is improvement on End-of-term scores, improves on PLE grades as well as promoting syllabus coverage. This study only addressed the influence of Continuous Assessment in Mathematics and end-of term scores, grades obtained in PLE and coverage of prescribed Mathematics syllabus by pupils in Ihunga Sub-county - Ntungamo District. Therefore, a more systematic research is needed in the areas of teachers ' perception towards Continuous Assessment.
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.
Curriculum relevancy and its management in mass media institutions in Uganda: a case study of Umcat School of journalism and mass communication
(Kyambogo University (unpublished work), 2016-12) Akello, Christine
The study on the mass media curriculum relevancy and its management at UMCAT School of Journalism and Mass Communication was conducted to: determine the appropriateness of mass media curriculum, analyze curriculum discourses and evaluate the relevancy of mass media curriculum of UMCAT School of Journalism and Mass Communication. It employed cross sectional survey design that involved a sample of 220 respondents, comprising students, staff of UMCAT and official from National Council for Higher Education (NCHE) selected through simple random and purposive sampling techniques; separate questionnaires were designed for each group and the data collected from them through questionnaires and interviews was analyzed both qualitatively and quantitatively and the researcher got at the following findings. The appropriateness of mass media curriculum at UMCAT School of journalism and mass communication was felt due to proper curriculum management strategies in place; and course units and practical skills were under taken and implemented a by students and staff as recommended by NCHE for Mass Media Communication Diploma a warding Institutions. There were instructional media curriculum discourses used in managing curriculum deliberations for mass media communication at UMCAT School of journalism and mass communication, given the fact that planning, organization, coordination, direction, leading and staffing management indicators were good, theory and practical process was done for mass communication diploma students; curriculum of mass media communication was managed at UMCAT through teaching, course works and lecturing by lecturers, administration, NCHE and students. The mass media curriculum of UMCAT School of journalism and mass communication was relevant in that, mass media curriculum to diploma students enhanced ethical values of a journalist and the curriculum used was beneficial to diploma in mass media communication due to generation of skills and knowledge for students. It is therefore recommended that; continuous review of mass media curriculum must be done by NCDC, accreditation of technical persons who understand the course of mass media, improving on staffing levels at UMCAT and other mass media institutions.
Determinants of students’ choices of vocational subjects at ordinary level in Jinja district
(Kyambogo University, 2020-08) Nkoole, Godfrey
This study was carried out to investigate the determinants of students’ choices of vocational subjects at O’ level in ten selected schools in Jinja district. This was as a result of the small number of students who opt for vocational subjects despite the usefulness of vocational education and the Government desire to give skills for self reliance to learners. The sample size consisted of 270 students, 30 teachers and 10 administrators. The study was guided by four research questions: what are the factors influencing students’ choices of vocational subjects? Do Government policies influence students’ choices of vocational subjects? Do students’ aspirations influence choices of vocational subjects? and do school resources/ policies influence students’ choices of vocational subjects? The data was collected using questionnaires, analysed, described and subjected to the chi- square (X2) test of significance. The study findings indicated that there was significant influence of the independent variables (government policies, students’ aspirations and school resources/ policies) on the dependent variable (students’ choices of vocational subjects at O’ level). The study concluded that; government policies, students’ aspirations and school resources/ policies significantly influence choices of vocational subjects at ordinary level. The study recommends that Government provides the necessary materials, equipments for teaching and learning of vocational subjects, follow up of policies geared towards vocationalisation of education, strengthening of guidance and counseling in schools, teachers should come up with strategies for developing positive attitudes in students towards vocational subjects in order to encourage many students to like the subjects as well as improving performance and parents together with the community should encourage their children to study vocational subjects. It is believed that this will boost the number of students selecting vocational subjects.
Determinants of women’s progress to academic leadership positions in public universities: a case of Makerere University
(Kyambogo University, 2021-09) Nambuya, Angela
The study focused on factors that determine women's progress to academic leadership positions at Makerere University. The objectives of the study were: to determine the influence of personal level factors on women’s progress to academic leadership positions, establish the influence of organisational factors and women’s progress to academic leadership positions, examine the influence of social factors and women’s progress to academic leadership positions at Makerere University. The study was guided by liberal feminist theory which contends that gender inequality is created by denying women access to decision making positions. The study used cross-sectional research design on a sample of 280 respondents. Questionnaires and interview guides were used for data collection. Data were analysed using both quantitative and qualitative methods. Descriptive and multiple regression analysis were employed. The findings revealed that personal level factors (β = 0.283, p = 0.009 < 0.05) and organisational factors (β = 0.445, p = 0.000< 0.05) had positive and significant influence. However, social factors (β = -0.143, p = 0.140< 0.05) had a negative and insignificant influence on women’s progress to academic leadership positions. It was concluded that personal level factors are significant for women’s progress to academic leadership positions in public universities, and organisational factors are also significant for women’s progress to academic leadership positions in public universities. However, social factors hinder women’s progress to academic leadership positions in public universities. Thus, the study recommended that female academic staff should endeavor to develop strong personalities that help them to be resilient and assertive, and university management should establish organisational factors that can facilitate women’s progress to academic leadership positions. In addition, university management should establish structures that mediate social factors that hinder women’s progress to academic leadership positions and spearhead programmes for promoting gender equality at the workplace.
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 .

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