Department of Foundations of Education and Educational Psychology

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Constructivist, behaviourist teaching approaches and student engagement in secondary schools in Arua city, Uganda
(Kyambogo University [unpublished work], 2023-07) Onzi, Siraji Hamimu
This study examined the relationship between constructivist, behaviourist teaching and student engagement in secondary schools in Arua City, Uganda. The objectives of the study were to; find out the relationship between constructivist teaching approaches and student engagement, establish the relationship between behaviourist teaching approaches and student engagement, and determine moderating influence of behaviourist teaching approaches on the relationship between constructivist teaching approaches and student engagement in secondary schools in Arua City. The study adopted correlation and cross-sectional research design on a sample of 341 students and 15 teachers. Data were collected using a self-administered questionnaire for students and interview guide for teachers. Data were analysed using quantitative and qualitative methods. Quantitative data were analysed using descriptive statistics specifically frequencies, percentages, means, and inferential analysis by means of Structural equation modelling using Smart PLS. The findings revealed that constructivist teaching approaches positively and significantly predicted student engagement while behaviourist teaching approaches negatively and significantly predicted student engagement. The findings further revealed that behaviourist teaching approaches had a positive insignificant moderating effect on the relationship between constructivist teaching approaches and student engagement. Therefore, it was concluded that constructivist teaching approaches are imperative for student engagement, behaviourist teaching approaches are not essential for student engagement and combining behaviourist teaching approaches and constructivist teaching approaches is not a probable requirement for promoting student engagement. Therefore, it is recommended that teachers should adopt the constructivist teaching approaches to enhance student engagement, teachers should make effort to limit the use of behaviourist teaching approaches in teaching learning process and teachers should make effort to minimize combining constructivist and behaviourist teaching approaches in an effort to promote student engagement.
Coping with Post-Traumatic Stress Disorder among Victims of Fire Disasters in Kampala Capital City Authority, Uganda
(Kyambogo University [unpublished work], 2023-11) Besige, Sharon
The study examined the relationship between Coping and the occurrence of PTSD among victims of fire disasters in Kampala Capital City Authority, to provide a basis for psychological programs to address the needs of victims. Using a correlational design, data was collected by the help of structured questionnaires from a purposive sample of 160 respondents from Kiseka, Owino markets and Crest foam mattresses, who had been victims of fire disasters in KCCA. Data was analysed using descriptive statistics, Pearson correlation test and regression analysis. Significant findings included; a substantial occurrence of PTSD symptoms was found among victims of Fire disasters. The victims reported high levels of anxiety, restless and fear on reliving the traumatic fire disaster experience. Adaptive coping had a negative and non-significant influence on PTSD (β =-17, p> 0.05), Maladaptive coping had a significant influence on PTSD (β =.51, p<0.05) and coping explained 9% (r2=0.09) of the variation in PTSD. Thus, maladaptive coping in form of denial, withdrawal and emotional numbing was used mostly, which negatively affected the wellbeing of victims. Therefore, the government needs to develop a comprehensive model for timely management of Traumatic stress from disasters and a fully-fledged professional fire disaster trauma counselling department in all disaster management public institutions. The police firefighting department needs to have trained police officers in trauma counselling to provide immediate professional counselling to fire disaster victims, since they are usually the first contact and responders in cases of fires. Further research is recommended in public institutions to further bridge the knowledge gap on negative psychological effects of fire disasters.
Correlates of the knowledge of emotional and behavioral disturbances among teachers in crowded post-covid-19 lockdown classrooms in Kasese District, Uganda
(East African Journal of Interdisciplinary Studies, 2025-01-22) Judith, Biirah; Julie Kasamba; Nakasiita Kirabo Nkambwe; Robert John Akwang; Dennis Zami Atibuni
This study assessed secondary school teachers’ overall knowledge of emotional and behavioural disturbances (EBDs) among the growing number of students with EBDs in post-COVID-19 lockdown government-aided schools in Western Uganda. The study was quantitative, employing a correlational cross-sectional survey research design. A sample of 330 full-time teachers was drawn from three public secondary schools through stratified and simple random sampling. Data were collected using the Knowledge of Emotional and Behavioral Disturbances Questionnaire (KEBDQ) to establish relationships between variables. Pearson correlation coefficient and a stepwise linear regression were used to analyse data. Findings revealed that teachers’ overall knowledge of EBDs was very low implying that they were not aware of the characteristics of these learners and thus managing them in their crowded classrooms may be a disaster. A stepwise linear regression revealed that undergraduate courses and crowded classrooms significantly predicted teachers’ overall knowledge of EBDs in crowded classrooms after the COVID-19 lockdown. In conclusion, based on the findings, higher teacher education institutions should make undergraduate courses related to EBDs compulsory during professional training, and the Ministry of Education and Sports should reduce overcrowded classrooms for effective classroom management.
Experiential and inquiry-based learning approaches; correlated exploration on usage in selected secondary schools in Bugiri District, Eastern Uganda
(Interactive Learning Environments, 2024-07-21) Muweesi, Charles; Kintu, George; Mugenyi, Disan Kuteesa; Kaweesi, Muhamadi; Sserwadda, Lawrence; Nabateregga, Judith; Shizhou, Lou; Mugagga, Anthony Muwagga; Kaahwa, Yuda Taddeo
This study intended to investigate the effectiveness of experiential and inquiry-based learning approaches in secondary schools around Bugiri District in Eastern Uganda with a focus on whether inquiry-based teaching techniques were being used to support student learning based on evidenced experiential education as well as challenges encountered when utilizing these methods. This narrative cross-sectional survey study employed a qualitative approach using interview responses attained from key informants. Findings indicate that through an inquiry-based approach, students are urged to study the subject, ask questions, and exchange ideas rather than have the teacher dictate what they should know. In inquiry-based learning, small-group discussions, guided learning, projects, and hands-on investigation take precedence over lessons. In addition, teachers are typically better at spotting errors in students’ work than they are in their own. It is crucial to ensure students’ learning by giving them high-quality information. Some children learn best by looking at visuals, others by listening and some by reading and writing. Teachers should promote “learning by doing” and also take the lead and create a forum where students can express their opinions and experiences.
Exploring clinical supervision practices: a comparative study of a public and Private Primary Teachers’ College in Uganda
(Kyambogo University [unpublished work], 2023-10) Abenaitwe, Allen
This study sought to explore clinical supervision practices undertaken in pre-observation, observation as well as post-observation phases in selected Primary Teachers’ Colleges (PTCs) in Uganda. Informed by Vygotsky’s theory of cognitive development, the study employed a qualitative approach, specifically a case study design, comparing clinical supervision practices using a case of a public PTC as well as a private PTC, in order to elicit best practices from each case, to inform the improvement of the quality of teachers produced by PTCs in Uganda. The data was collected from tutors and student teachers using semi-structured interviews, focus group discussions and lesson observations. The data was then analyzed using Creswell’s (2014) six-step data analysis procedure and findings elicited to address the research questions of the study, particularly eliciting clinical supervision practices undertaken within the pre-observation, observation and post-observation phases in selected PTCs in Uganda. First, the findings as regards the pre-observation phase revealed that PTC 2, a private institution, demonstrated the best practices in the pre-observation phase specifically in class allocation, topic allocation, tutor allocation, making and marking schemes of work while PTC 1, a public institution demonstrated best practices in lesson planning, making instructional materials, conducting demonstration lessons as well as pre-observation meetings. Second, as regards the observation phase, PTC 2 demonstrated best practices in checking pupils’ written activities, signing the SP assessment sheet, documenting progress, and grading as compared to PTC 1 whose best practice in this phase was in observing lessons. Third, within the post-observation phase, PTC 2 demonstrated best practices in documenting progress and grading as compared to PTC 1 whose best practices in this phase were conferencing, building rapport, self-assessment as well as setting an agenda for improving the next lesson. Both institutions can pick lessons from the other’s strengths. Further, both institutions showed gaps in documentation, microteaching, using audio-visual gadgets as supervision tools to capture data, as well as the faultfinding focus of the supervisors. The study recommended best practices in demonstration and group micro-teaching sessions; guided scheming and lesson planning coupled with provision of model schemes and lesson plans; guided creation, display and use of teaching aids, observation of the entire lesson; checking learner workbooks; joint tutor-student post-conferencing, signing of feedback sheets, training in the use of audio-visual gadgets and anecdotal records as tools to supplement and support clinical supervision; creating a jovial mood in order to build confidence in student teachers, giving student teachers opportunities to first talk about their taught lessons; tutors always leaving assessment reports with student teachers after post conferencing as well as helping student teachers to set strategies for improving the next lesson. As pointers for further research, the researcher recommends a future focus on challenges of clinical supervision in Government and private teachers’ colleges in Uganda, eliciting the experiences and/or perspectives from the stand point of schools of practice and exploring clinical supervision practices using mixed or quantitative approach in order to make the findings generalizable.
Exploring the role of chaplaincy ministry on students’ discipline in secondary schools in Kigezi diocese, Uganda since 2010
(Kyambogo University (Unpublished work), 2024-10) Ndyahabwe, Dickens
The purpose of the study was to explore the Role of Chaplaincy Ministry on Students’ Discipline in Secondary Schools in Kigezi Diocese Since 2010. The study employed the following objectives; To establish the nature of indiscipline in Church of Uganda founded Secondary schools in the Diocese of Kigezi since 2010. To examine the contribution of chaplaincy ministry in promoting the student’s discipline in the Church of Uganda founded Secondary schools in the Diocese of Kigezi since 2010. To identify the factors limiting the chaplaincy ministry in promoting discipline among students in Church of Uganda founded Secondary schools in the Diocese of Kigezi since 2010. The phenomenological research design was explicitly used by the researcher. A qualitative approach was used to capture narratives, opinions, comments and views from different respondents. The population from which the sample was drawn consisted of head teachers, Chaplains, teachers and Students from schools. The Diocesan Bishop, Diocesan Secretary (DS), and Diocesan Education Coordinator (DEC). Purposive sampling strategy was used in this investigation. The study used Interview guides and Documentary analysis guide to collect data from the respondents. The findings of the study indicated that there are several indiscipline cases in the church founded secondary schools. These included but not limited to Escaping from school, Sexual immorality/ promiscuity, Disrupting classes and Dodging. The findings further indicated that other indiscipline cases are Absenteeism, Drug abuse and alcoholism, Theft, Teasing and bullying, Fighting. The research findings indicated that the chaplaincy has a fundamental contribution in promoting students’ discipline. Their contribution include; Guidance and Counselling, Preaching the gospel and Organizing fellowships. The study findings indicated that the chaplains face several challenges when promoting students’ discipline in schools. These included; under looking the chaplains, lack of accommodation or even poor accommodation in schools, chaplains received low remuneration and hatred. Furthermore, the chaplains do part timing jobs and this leads to less time for the assigned duties, there were limited ordained reverends to work as chaplains and there is direct opposition from members of other denominations. The researcher recommended that the chaplains should understand their position in schools and should cause change. Should create time for students and conduct services at appropriate time. Should create time for guidance and counselling and should be available. Members of the community mainly parents should respect the chaplains and confide in them concerning the matters of their children.
External Support and Demographic Factors as Differentials of Achievement Goal Orientation among Adolescent Students in Resource-Limited Environments
(East African Journal of Education Studies, 2024-09-11) Ndyareeba, Eunice; Biirah, Judith; Kibedi, Henry Kasawo; Clay, Zanna
This study unveils demographic factors (age, gender, school type, compassion support, parental education, income) as correlates of achievement goal orientation. Using a convergent parallel mixed methods approach, the study investigated the influence of these demographic characteristics on achievement goal orientation among 510 adolescent students aged 12-21 (231 males, 279 females) in secondary schools in Southwestern Uganda. Using Achievement Goal Questionnaire (AGQ-R) Scale and key informant interview guide, achievement goal orientation preferences and the influence of external support were respectively measured. Qualitative findings revealed teacher-student relationships, goal-setting training, defined external rewards, and peer pressure as critical factors that influence achievement goal orientation choice. Kruskal Wallis and Mann-Whitney U test results revealed that parents income and education level, students school type and external support influenced achievement goal orientation preference among adolescent students in southwestern Uganda. In conclusion, this research provides a comprehensive understanding of the intricate interconnectedness of these variables, offering valuable insights to enrich educational interventions especially in resource-limited learning environments. This study contributes to the ongoing efforts to increase adoption of achievement goal orientation that result in self-skill enhancement through targeted and effective educational interventions.
Funding mechanisms and the quality of learning in primary teachers' colleges: the case of Bishop Willis Core, Iganga Uganda
(Kyambogo University [unpublished work], 2022-07) Michael, Musasizi
The purpose of this study was to establish whether there is a significant relationship between funding mechanisms and quality of learning in the PTC in Uganda. The study was carried out at Bishop Willis Core PTC !ganga in Eastern Uganda. Three objectives namely; to establish the relationship between students' financial contributions and the quality of learning; to establish the relationship between government funding and the quality of learning; and to examine the relationship between donor funding and the quality of learning guided this study. The sample comprised of one principal, two deputy principals, twenty eight tutors and one hundred and nine teacher trainees. Data was collected by use of questionnaires, interview and document analysis. The study used both quantitative and qualitative method to analyse the findings. The findings showed that there was a significant and positive relationship between funding mechanisms and the quality of learning in primary teachers' colleges. The findings revealed that increased funding enables colleges to have enough and relevant instructional resources and motivated tutors to work. The study recommends that government should provide means on how to provide more funds to the Primary Teachers' Colleges so that more instructional materials are acquired, tutors' salaries are enhanced, and more provision of more continuous professional developments, programs effective monitoring and support supervision.
Gender stereotypes in class and subject allocation to teachers : a case study of primary schools in Kikuube district, Uganda
(Kyambogo University (Unpublished work), 2025-10) Ariho, Innocent
This study explored the influence of gender stereotypes on the allocation of classes and subjects to teachers in government-aided primary schools in Kikuube District, Uganda. The study was guided by the Social Role Theory, while examining the representation of male and female teachers in class and subject allocation, the gender beliefs shaping these allocations, and teachers’ perceptions of the process of class and subject allocation. A qualitative phenomenological research design was employed, with data collected from 19 participants: including teachers, headteachers, the District Education Officer, and the District Inspector of Schools, through semi-structured interviews and documentary reviews. The findings revealed a substantial gender disparity in class and subject allocation, with male teachers predominantly allocated to upper primary classes (P5-P7) and core subjects like Mathematics and Science. Female teachers were disproportionately represented in lower primary classes (P1-P3) and often tasked with teaching all subjects under the class teacher system. Gender stereotypes emerged as a key factor influencing these allocation patterns. The study also found out that Headteachers allocated classes and subjects to teachers and often associated male teachers with assertiveness and suitability for upper primary and STEM subjects, while female teachers were perceived as nurturing and better suited for lower primary. Community and parental beliefs also contributed to the underrepresentation of female teachers in upper primary classes and STEM subjects. The study concluded that gender stereotypes had a great impact on class and subject allocation to male and female teachers, thus, perpetuating traditional roles and limiting the academic and professional growth of female teachers. The study recommended the implementation of gender-neutral class and subject allocation policies in schools, and provision of professional development opportunities to challenge gender stereotypes and enhance teachers' expertise across different subjects and class levels.
Gender trends and female students’ enrolment in technical and vocational education training Institutes in Jinja district, Uganda Since 2018 –2023
(Kyambogo University (Unpublised work), 2025-10) Bakaaki, Robert
This study focused on gender trends and enrollment of female students in vocational education training institutes in Jinja District, Uganda. The study was guided by three research objectives. First, to establish community’s perception towards female students’ participation in TVET training in Jinja District; to explore the available facilities that enable female students’ participation in TVET training and finally to find out stakeholders’ perspectives towards increased female students’ enrolment into TVET institutions in Jinja District. A cross-sectional design was employed with population of 100 participants while the sample size was 36 participants. Data was gathered using self-administered questionnaires and interview guides for respondents in focus group discussions. Results from the study showed that community’s perception on female students’ enrolment into TVET changed gradually from 2018 to 2023. Remarkable increase in female students’ enrollment for TVET courses was registered where some female students enrolled for traditionally male related trade TVET courses. Secondly the results also indicated that institutes have some physical structures like hostel facilities, lavatories, bathrooms, classrooms and workshops. Results further indicated that the teaching staff in the TVET institutions as well as parents had a positive attitude towards enrolling female students into TVET courses. Among the key recommendations is that the MoES should organize regular public sensitization about equalization of opportunities for all students and increase funding to the TVET sub-sector. TVET institution administrators should liaise with MOES to provide continuous guidance and counselling to female students. Students should be encouraged by their administrators and instructors to seek guidance and support on issues of concern from responsible resource persons, including peers.
Influence of work-life balance and work engagement on successful aging at work in Uganda health sector
(East African Journal of Health and Science, 2025-01-15) Henry, Kasawo Kibedi; Kirabo Nkambwe Nakasiita; Adrian Ivan Kakinda; Kennedy Amone P’Olak; Charles Magoba Muwonge
The workplace is going through a paradigm shift marked by the presence of employees from four different generations. Yet globally, governments, organizations, and individual health workers have limited guidance on how to facilitate successful ageing at work. The present study adopts the innovative theory to test the influence of work-life balance and work engagement on successful ageing at work in Uganda's health sector. It employed a quantitative approach and specifically a correlational design. The sample consisted of 220 participants from a Municipality health sector, determined using the census sampling design. The study utilized a statistical package for social scientists (SPSS), specifically Pearson’s correlation and regression tests to assess the hypotheses. Significant findings indicated that work-life balance and work absorption were significantly associated. Work-life balance and work engagement had 1.5% predictive power over variations in successful ageing at work. However, work-life balance was a highly significant predictor of variance in successful ageing. Human resource policies and practices aimed at sustaining an optimum balance between work and family life including acceptable work schedules, working from home, maternity and paternal leaves; and semi-retirement adjustment counselling and guidance are indicated.
Information communication technology and pre-service teachers’ academic performance in science subjects : a case of primary teachers’ colleges, Iganga district, Uganda
(Kyambogo University (Unpublished work), 2024-10) Magenge, Andrew
The study investigated the relationship between use of Information Communication Technology and pre-service teachers’ academic performance in science subjects: A Case of Primary Teachers’ Colleges in Iganga District, Uganda. The objectives of the study were to; explore the ICT resources available to facilitate the teaching/learning of Science subjects in Primary Teachers’ Colleges, to examine pre-service teachers’ interest towards use of available ICT resources in Science subjects in Primary Teachers’ Colleges and to establish the relationship between the use of available ICT resources and pre-service teachers’ academic performance in Sciences in Primary Teachers’ Colleges in Iganga District. A cross-sectional survey design was adopted and the study employed qualitative and quantitative data collection methods and used correlation and descriptive approaches. From the questionnaires and interviews, a response rate of 95.2% was obtained from a sample of 229 respondents. Key findings showed that among the types of ICT equipment owned by pre-service teachers were laptops, Personal Computers, Desktop computers and smartphones for use in ICT lessons among others. The study found out that pre–service teachers had interest in using ICT to do given class assignments, this was achieved by use of computers, phones, internet among other ICT resources to do given Science assignments. According to pre service teachers, ICT eases the process of doing assignments and it also helped in research to ease the attempt of assignments in Science subjects. ICT also eased communication whereby fellow students communicated among themselves and also communicated to tutors concerning their Science studies using emails, whatsApp, facebook, google among others. On the relationship between the use of available ICT resources and Pre-service teachers’ academic performance in Sciences in Primary Teachers’ Colleges, the study found out that at Bishop Willis Core PTC, a weak positive correlation as per Spearman’s correlation coefficient of r=0.174r = 0.174r=0.174 (p = 0.026), suggesting that access to functional computers and other ICT resources was positively associated with academic performance. In Walugogo PTC, a strong negative correlation, r=−0.669r = -0.669r=−0.669 (p = 0.000), indicating that the number of functional computers was associated with lower academic performance. The regression analysis revealed that Bishop Willis Core PTC demonstrated a strong relationship with an R2R^2R2 of 0.798. The presence of a well-equipped computer lab had a significant positive effect on academic performance (p < 0.001).While using ICT to facilitate teaching also contributed positively to academic performance (p = 0.003), the number of functional computers was not a significant predictor (p = 0.109. In Walugogo PTC, a moderate relationship with an R2R^2R2 of 0.647 was found. Similar to Bishop Willis, the availability of a well-equipped computer lab was significantly associated with better performance (p < 0.001), but neither ICT integration in teaching (p = 0.720) nor the number of functional computers (p = 0.339) significantly influenced academic outcomes. It was concluded that ICT plays a very important role in improving the academic performance in science subjects since it encourages research among the students, saves time, facilitate teaching and learning through creative presentations with simple animation functions among others but it is not an ultimate predictor. It was recommended that government should encourage and implement the use of ICT resources by tutors and pre-service teachers in the public and private Primary Teachers’ Colleges not only in ICT teaching but also in Science subjects so as to make teaching and learning an easy and enjoyable process. The pre-service teachers should be acquainted with the skills and competences to teach using ICT infrastructure. They need to be acquainted with online assessment, conducting online classes and giving feedback to the learners to improve academic performance in science subjects. The teacher trainers (tutors) need to integrate the limited available ICT resources in their teaching/learning process.
Instituitionalised on-campus child care arrangements and breast-feeding student mothers' academic undertakings: a case of Kyambogo University
(Kyambogo University (unpublished work), 2019-09) Namubiru, Aisha
The study focused on institutionalised on-campus childcare arrangements for breast-feeding student mothers and their participation in academic undertakings in Kyambogo University ( KyU). The study sought to establish whether there are adequate institutionalised on-campus childcare arrangements in KyU; explain how these affect breast-feeding student mothers· academic undertakings and. identify coping strategies student mothers undertake in playing dual roles in KyU. A phenomenological qualitative approach wa used to capture the student mothers· narratives using interviews and observations. The findings established the inadequacy of the mstitutionalised on campus childcare arrangements for student mothers. Additionally. the dilemmas student mothers face in taking up the dual and sometimes conflicting student-mother roles coupled with their coping strategies were illuminated. It was concluded that there is generally lack of institutionalised on campus childcare arrangements in KyU. Among the recommendations made were that KyU management provides institutionalised on-campus childcare arrangements for breast- feeding student mothers to enable them juggle dual roles effectively. KyU Management should sensitise . student mothers about the child study centre and also improve it. It should also bench mark other universities to help in designing and Implementing policies that cater for the needs of breast-feeding student mothers. The univer ity should also identify all student mothers and create a database to help in proper planning for the breast-feeding student mother .
Institutional support, organisational learning and teacher competence in government-aided secondary schools in south western Uganda
(Kyambogo University (Unpublised work), 2025-11) Arineitwe, Phiona
The study examined the influence of institutional support on teacher competence as mediated by organisational learning in government-aided secondary schools in south western Uganda. Specifically, the study investigated the influence of institutional support on teacher competence, sought to establish the influence of institutional support on organisational learning, to determine the influence of organisational learning on teacher competence and to test the mediating effect of organisational learning on the influence of institutional support on teacher competence in government-aided secondary schools in south western Uganda. Guided by the positivist paradigm, the study adopted a quantitative approach and employed a cross-sectional research design. Data were collected from a sample of 329 teachers using a self-administered questionnaire. The data were subsequently analysed using descriptive statistical methods and Partial Least Squares Structural Equation Modelling (PLS-SEM), an advanced statistical technique used to examine complex relationships between variables. PLS-SEM results revealed that institutional support had a positive and significant influence on organisational learning, institutional support had a positive significant influence on teacher competence, and organisational learning had a positive and significant influence on teacher competence. The mediation results revealed that the influence of institutional support on teacher competence was positively and significantly mediated by organisational learning. With both the direct and indirect influence being positive and significant, organisational learning fully mediated the influence of institutional support on teacher competence. The study's findings led to the conclusion that institutional support is important for the development of teacher competence, institutional support is essential for organisational learning, and and organisational learning plays a crucial role in supporting teacher competence by facilitating institutional support. The study recommended that the Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates development of teacher competence through induction, continuous professional development, and rewards. The Ministry of Education and Sports, head teachers, and other stakeholders, including Boards of Governors, should establish institutional support crucial for organisational learning through continuous professional development and rewards. Head teachers should implement organisational learning, specifically continuous learning and dialogue and inquiry, to promote teacher competence; and head teachers should implement institutional support practices that foster organisational learning to enhance teacher competence.
Leadership styles, employee empowerment and turnover intentions in private secondary schools : a case study of Wakiso district, Uganda
(Kyambogo University[unpublished work], 2021-10) Luyombya, Paul
The purpose of this study was to investigate the influence of Leadership styles, employee empowerment on turnover intentions in private secondary schools in Wakiso District. The objectives of the study were: to examine the relationship between Leadership styles and Turnover Intentions, to assess the relationship between Employee Empowerment and Turnover Intentions, to examine the predictive potential of Leadership styles and Employee empowerment on Turnover Intention as well as to assess whether there is a significant difference between Leadership styles, Employee empowerment and turnover intentions in private secondary schools. In this Study, a quantitative approach and specifically, a cross-sectional design was used. A stratified random sampling design was used to select respondents. The data was collected using self-administered structured questionnaires that measured the perceptions of respondents. Out of the targeted sample size of 302 teachers, only 298 were filled and returned making a response rate of 98.7%. In this study, significant findings revealed that leadership styles have a statistically significant positive relationship with turnover intentions (r=.246 * , P<0.05). In addition, it was found out that employee empowerment has no significant relationship with turnover intentions (r=.213, P>0.05) in private secondary schools. Furthermore, it was found that leadership styles and employee empowerment predicted 5.9% variation in turnover intentions. It was recommended that head teachers and proprietors of private secondary schools should employ appropriate leadership styles that will reduce staff turnover intentions in their respective schools.
Learners’ discipline management by teachers during post-covid lockdown among selected primary schools in mbale district Uganda
(Research and Advances in Education, 2024-09-23) Mugenyi, Disan Kuteesa; Sarah, Kakai Rose; Drolence, Nalikka; Namagero, Tendo Shira; Muweesi, Charles; Teddy, Namirembe; Kabeera, Pontian; Gerald, Egesa; Wycliff, Nsubuga; Charles, Mugaonza; Mirembe, Nalweyiso Sylvia; Justine, Nakonde; Namaganda, , Mirembe Rose; Lawrence, Sserwadda
The study sought to examine the learners’ discipline management by teachers during post-COVID lockdown among selected primary schools in Mbale district. The study intended to identify the challenges teachers face when instilling discipline in learners during the post-COVID 19. To analyse different behaviour/ indiscipline among the learners. To identify ways to curb challenges among learners. The study adopted a qualitative research design and results were collected using a semi-structured interview guide as well as focused group discussions from selected schools in Mbale district. It used the Gordon theory of classroom management and A theory of discipline derived from Dewey’s theory of inquiry. Findings revealed that many learners had indiscipline behaviour when teachers gave them homework to copy and do at home. It was realized that some learners do come late to school, others are aggressive and disrespectful to teachers, untidy and leave school without permission while others are fond of talking in class. Teachers assume that one of the most challenging roles and the need for additional training and support to learners is to curb the indiscipline of learners to have a conducive learning environment. It was concluded that the sources of the behavioural changes were the family, the ministry of education being away from school and classroom management. The study recommended that learners should be given support in counselling by the parents, teachers, senior women and men, and head teachers to eliminate learning losses. Furthermore, projects can be formed to improve learners’ collaboration and be developed thus socially supportive activities and, the assigning of school responsibilities by school heads can be organized and socialization of learners can be enhanced and emphasized. In addition, formative training can be given to teachers and parents to curb the indiscipline of learners while at school and home and also rules for the management of behaviour should be clearly defined and reinforced.
Mentorship and teachers’ effectiveness in secondary schools; a comparative analysis of government-aided and private secondary schools in Gulu city council
(Kyambogo University (Unpublished work), 2025-02) Ajok, Beatrice Abonga
This study examined mentorship and teachers’ effectiveness, a comparative analysis of government-aided and private secondary schools in Gulu city council. The study was based on the following research objectives; that is; To assess the mentorship programs in selected government-aided and private secondary schools in Gulu city council, To examine the indicators of teachers’ effectiveness in selected government-aided and private secondary schools in Gulu city council, To establish the relationship of mentorship on teachers’ effectiveness in the selected government-aided and private secondary schools in Gulu city council, and null hypothis was tested. The study adopted an explanatory sequential research design. The study population included the Head teachers, Deputy Head teachers, Directors of Studies, Heads of Department and Teachers comprising of 160 respondents from whom a sample size of 146 participants were selected comprising of 10 head teachers, 10 deputy head teachers, 10 directors of studies, 28 head of departments, and 88 teachers. The respondents considered were selected using purposive sampling and simple random sampling. Questionnaires were administered to deputy head teachers, head of departments and teachers while interview guides were administered to the head teachers and director of studies. The study revealed that, Government-aided Secondary Schools (GASSs) embraced teachers’ mentorship in their school management. Furthermore, it was noted that, there is high level of teachers’ effectiveness as a result of mentorship programs. Results also revealed that government-aided secondary schools had more experienced teachers with enough skills for mentorship than their private counterparts. However, there is a strong positive significant association of mentorship on teachers’ effectiveness in both GASSs and PSSs. The use of school families, peer mentorship, and support supervision had big impacts on effectiveness of teachers and the performance of students. Furthermore, it was confirmed that, schools in Gulu city consider mentorship in their teaching and learning timetables. The study concluded that, compared to private secondary schools, Government-aided secondary schools have more experienced teachers with enough expertise and skills of mentorship and the teachers are more effective in government schools. It was recommended that, Secondary school administrators in Gulu city should adopt and provide the required space and skills for mentorship because mentorship boosts teachers’ effectiveness to enable them achieve their educational goals There is need for the school administrators to collaborate with the MOES to facilitate continuous professional development for all secondary school teachers on mentorship. In addition, MOES should employ and evenly distribute qualified and experienced teachers to government-aided secondary schools in order to boost mentorship programs.
National policy interventions in the management of intellectual property at Uganda public universities to propel innovations
(East African Journal of Law and Ethics, 2026-02-13) Kitagaana, Zaidi; Musoke, Genza Gyaviira
Universities across the world are urged to carefully reconsider their role in society and to evaluate their relationship with the community through innovation. Despite its importance for national competitiveness, few papers examine the impact of National Policy Interventions licensing on Intellectual Property (IP) protections for innovativeness in universities, yet patents and copyrights are often considered to be the determinants of innovation. Our goal in this qualitative research article was to examine, evaluate, and summarise IP management publications, institutional reports, legislation, and policies. The case studies used were Kyambogo and Mbarara University of Science and Technology. This essay aims to address two basic IP-related questions: First, are there operational IP management policies in Uganda's public universities? Second, do national IP regulations foster university innovation? To structure the study, we used the Endogenous Growth Model of Innovation. We discovered that many university academics appear to be unaware of the current IP regulations in areas like patents, copyright, and licensing, despite the fact that several laws have been passed to protect IP and foster innovation and competition. The study also discovered that there are insufficient policy choices for the protection of intellectual property produced by public universities, based on the capacities and gaps mentioned in policy documents and their recommended priority areas of intervention. In order to guarantee IP protection and redress functions of Uganda's public universities, the report suggests that the government create a national innovation council.
Nexus between Menstrual Hygiene Management Facilities and Primary School Girls’ Class Attendance in Uganda
(East African Journal of Education and Social Sciences, 2024-11-25) Asiimwe, Joyce Ayikoru; Musisi, Fred; Opit, Elizabeth
Inadequate Water, Sanitation and Hygiene (WASH) facilities has remained a daunting reality in majority of schools in low-income countries. In this study, the authors examined the availability of physical facilities for menstrual hygiene management, class attendance of girls from P.4 to P.7 and the relationship between the physical menstrual hygiene management facilities and class attendance of girls in primary schools. The paper was constructed from secondary datasets from the Eighth Uwezo Learning Assessment. A total of 954 schools were enlisted for the study. Data analysis involved descriptive statistics and spearman rank correlation. Based on the findings, the study argues that promotion of girl child education through provision of WASH facilities unveiled both challenges and successful stories. While private rooms and functional hand washing facilities were limited in numbers, and in some cases not available at all, separate latrine stances were largely available. There were remarkable differences in the average girls’ attendance across regions and classes. Due to diverse relationships between menstrual hygiene facilities and class attendance, the study concludes that enhanced WASH facilities promote girls’ attendance while inadequate facilities hinder the attendance. The study recommends that the Ministry of Education and Sports should prioritize provision of adequate WASH facilities in primary schools. In addition, the government should ensure that interventions from development and/or education partners maximize the provision of quality WASH facilities for enhanced girls’ school attendance.
Organisational Justice, Employee Mentorship and Turnover Intentions among Non-Teaching Staff at Kyambogo University
(Kyambogo University [unpublished work], 2023-09) Namusoke, Getrude
The study examined how organizational justice and employee mentoring affected non-teaching staff members' intentions to leave KYU. Data were gathered from a random sample of 257 respondents using structured questionnaires and a correlation survey approach. The data were analysed using descriptive and inferential statistics, Pearson correlation, and regression analysis. According to the study, turnover intentions and organisational justice were positively correlated (r =.507, P< 0.01).Non-teaching Staff were able to have a sense of belonging and enthusiasm for their work because of distributive and interactional fairness. Due to the role modelling, career development, and social support that strengthened the sentiments of commitment among workers to their organisation and made them want to stay and work for it, there was a positive and significant association between employee mentoring and turnover intentions (r =.297, P< 0.01).Additionally, there was a strong and positive correlation (r=.560, P< 0.01) between organisational justice and employee mentoring. Together, organisational justice and employee mentoring successfully predicted turnover intentions (r=.48, p<0.05). Employee mentorship increased its contribution by (r2 change=0.01) of organisational justice to turnover intentions. This is because employee mentorship led employees to feel that KYU values them and, thus, they were grateful to stay and work for it. Therefore, for Universities to address the issue of turnover intentions, retention strategies to address the mentoring requirements of staff members must be put in place. Programmes to empower employees to have effective participation and engagement in sustaining distributive and interactional justice, as well as role modelling, should freely be available to reduce turnover intentions among non-teaching staff. Keywords: Organisational Justice, Employee Mentorship and Turnover Intentions.

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