Journal Articles

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Institutional Support and Teacher Competence in Government-Aided Secondary Schools in South Western Uganda
(East African Journal of Education Studies, 2024-12-05) Arineitwe, Phiona; Kasule, George Wilson; Mayengo, Nathaniel
This study examined the influence of institutional support on teacher competence. In particular, the study investigated whether the influence of induction, continuous professional development and rewards had a significant influence on teacher competence in government-aided secondary schools. This quantitative study used correlational research. Data were collected from a sample of 329 teachers from secondary schools in southwestern Uganda. Data were analysed using partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4. The findings revealed that induction, continuous professional development, and rewards have a positive and significant influence on teacher competence. Based on the findings, it was concluded that induction, continuous professional development and rewards are important for teacher competence development. Therefore, it was recommended that The Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates the development of teacher competence through induction, continuous professional development, and rewards. The practical contribution of the study is that it identifies institutional factors that can help to promote teacher competence.
Validating measures of hertzberg-two-factor theory in the context of academic staff at kyambogo university
(African Journal of Education, Science and Technology, 2024-10-25) Kato, Joshua Kimata; Mugizi, Wilson; Kyozira, Peter; Ariyo, Gracious Kaazara; Bamusibule, Charles
The study validated the measures of Hertzberg two-factor theory in the context of full-time academic staff at Kyambogo University. Basing on the conceptualization by Hertzberg (1951), the theory was studied in terms of intrinsic and extrinsic job satisfaction. This cross-sectional study involved a sample of 201 from full-time academic staff at Kyambogo University, data were collected using a self-administered questionnaire. Descriptive statistics and structural equation modelling (SEM) using Smart PLS for partial least square structural equation modelling (PLS-SEM) was used to determine the measures of two-factor theory. Descriptive results indicated that two constructs of intrinsic and extrinsic job satisfaction were high. PLSSEM indicated that the two constructs of intrinsic and extrinsic job satisfaction were appropriate measures of the Hertzberg two-factor theory. It was concluded that Kyambogo University managers promoted high level of intrinsic and extrinsic job satisfaction towards academic staff. Therefore, the study recommended that Kyambogo University managers need to ensure both intrinsic and extrinsic job satisfaction is enhanced among full-time academic staff
Validating the Measures of Emotional Intelligence-Based Performance Theory in the Context of Academic Staff at Kyambogo University, Uganda
(East African Journal of Interdisciplinary Studies, 2024-09-20) Kato, Joshua Kimata; Mugizi, Wilson; Kyozira, Peter; Ariyo, Gracious Kaazara
The study validated the measures of Emotional Intelligence Based Performance Theory in the context of full-time academic staff at Kyambogo University. Basing on the conceptualization by Goleman (1998), Emotional Intelligence Based Performance Theory was studied in terms of selfawareness, self-management, social awareness, and relationship management. This cross-sectional study involved a sample of 201 from fulltime academic staff at Kyambogo University, data were collected using a selfadministered questionnaire. Descriptive statistics and structural equation modelling (SEM) using Smart PLS for partial least square structural equation modelling (PLS-SEM) were used to determine the measures of Emotional Intelligence Based Performance Theory. Descriptive results indicated that four constructs of Emotional Intelligence Based Performance Theory of selfawareness, self-management, social awareness and relationship management were high. PLS-SEM indicated that the four constructs of self-awareness, self-management, social awareness and relationship management were appropriate measures of the Emotional Intelligence Based Performance Theory. It was concluded that Kyambogo University managers need to promote a high level of self-awareness, self-management, social awareness and relationship management among academic staff. Therefore, the study recommended that Kyambogo University managers need to emphasise selfawareness, self-management, social awareness and relationship management among full-time academic staff.
Diversity management and work engagement of academic staff of kyambogo university, Uganda
(The Uganda higher education review, 2023-12-18) Nanteza, Resty; Mugizi, Wilson; Nagasha, Judith Irene; Waiswa, Mark Micheal
This study examined the influence of diversity management and work engagement of the academic staff of Kyambogo University in Uganda. Specifically, the study examined the influence of diversity management policies, diversity management programmes and diversity management climate on the workplace engagement of academic staff of Kyambogo University in Uganda. The study employed the correlational research design, hence adopted the quantitative approach. The sample comprised 188 academic staff of Kyambogo University. Data was collected using a self-administered questionnaire. The data was analysed using descriptive and Partial Least Squares Structural Equation modelling (PL-SEM) using SmartPLS. Descriptive results revealed that the workplace engagement of academic staff, diversity management policies, diversity management programmes, and the diversity management climate of the university were moderate. SEM results showed that while diversity management policies had a positive and significant influence on workplace engagement, diversity management programmes had a positive but insignificant influence on workplace engagement, and the diversity management climate had a negative and insignificant influence on workplace engagement. Therefore, it was concluded that diversity management policies are vital for the workplace engagement of academic staff, inadequate diversity management programmes hinder workplace engagement, and a low-level diversity management climate impedes the workplace engagement of academic staff. Thus, it was recommended that universities should adopt diversity management policies, leaders of universities should implement adequate diversity management programmes to enhance workplace engagement, and leaders of universities should promote a climate that favours diversity.
The influence of institutional culture on organisational effectiveness in selected public universities in Uganda
(East African Journal of Education Studies, 2024-09-02) Turyahikayo, Wilberforce; Mugizi, Wilson; Kasule, George Wilson
Organisational effectiveness is a vital component of universities and other organisations because it leads to various positive outcomes, including customer satisfaction, employee relationships, improved business processes, learning and growth, and profitability. However, despite its importance, Ugandan universities are currently struggling with low levels of organizational effectiveness. Therefore, this study assessed the influence of institutional culture on organisational effectiveness of selected public universities in Uganda. Specifically, the study assessed the influence of artefacts, espoused belief and values and basic underlying assumptions culture dimensions on organisational effectiveness. The study employed a quantitative approach, utilizing a correlational research design. With a small population of 265, the researchers aimed to survey the entire population although those who provided responses were 231 participants. The data were collected using a close-ended selfadministered questionnaire. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPls to test casual linkages between the variables. The results indicated that espoused beliefs and values, and basic underlying assumptions had a positive and significant impact on organisational effectiveness in public universities. The study concluded that espoused beliefs and values, and basic underlying assumptions are essential for organisational effectiveness of public universities, and basic underlying assumptions are vital for organisational effectiveness in public universities. The study recommended that university managers should promote espoused beliefs and values through enabling openness and learning, teamwork and adherence to rules, and basic underlying assumptions of mutual responsibility and shared objectives, and participation in decision-making in the management of universities.
Instructional leadership and self-efficacy of academic staff in public universities in Uganda
(East African Journal of Education Studies, 2024-08-30) Tiguryera, Scholastica; Mugizi, Wilson; Ssettumba, John Bosco
This study examined the casual linkage between instructional leadership and self-efficacy of academic staff in four public universities in Uganda. Particularly, the study investigated the influence of instructional supervision, curriculum coordination, profession development, and monitoring students’ progress on self-efficacy of academic staff in Ugandan public universities. The study was guided by the positivist research philosophy hence used the quantitative approach employing the correlational research design. Random sampling was adopted to obtain the academic staff members who provided data through a selfadministered questionnaire. Partial least squares structural equation modelling (PLS-SEM) results revealed that of the four instructional leadership constructs, only curriculum coordination and monitoring students’ progress influence teacher self-efficacy. Professional development had a positive but insignificant influence, while instruction supervision had a negative and insignificant influence on teaching selfefficacy of academic. The study concluded that curriculum coordination and monitoring students’ progress are crucial for teacher self-efficacy while professional development and instructional supervision have a slight contribution. To foster teacher self-efficacy, instructional leaders in universities should prioritize effective curriculum coordination and monitoring of students' progress.
Sickness presenteeism correlates to teaching-learning activities: implication focus on public secondary schools in Busia District, Uganda
(Research and Advances in Education, 2024-07) Wanyama, Anthony; Muweesi, Charles; Nabateregga, Judith; Kabasiita, Jessica; Mugagga, Anthony Muwagga; Sserwadda, Lawrence; Ssemakula, Noah; Nassozi, Pomlet; Mugenyi, Disan Kuteesa; Tomusange, Robert; Namaganda, Mirembe Rose; Mugabo, Augustine; Onyadi, Franklee Zerubabel
To evaluate the implications of sickness presenteeism on the teaching-learning services in public secondary schools in Busia district, Eastern Uganda. The study adopted a cross-sectional design and gathered responses both qualitatively and quantitatively using structured interviews and questionnaires from secondary school teachers and Headteachers in government secondary schools in Busia District. The study used a stratified sampling technique with a sample size of 215 respondents. The study reveals that teachers’ on-time work plans, focus on their duties, and understanding of students’ needs and learning styles are crucial for effective teaching and learning. Teachers must prioritize and meet deadlines to maintain classroom cleanliness and discipline. The study recommended that the Ugandan government, through the Ministry of Education and Sports, should provide continuous professional development opportunities for teachers, enabling them to update their skills and knowledge. Additionally, the government should put in place mechanisms to encourage the use of technology in classrooms to foster interactive and engaging learning environments. Implication of the study, the government through the Ministry of Education and Sports should advocate for the introduction of insurance for teachers to further support and incentivize their commitment to their profession. This insurance could provide financial protection for teachers in the event of illness, injury, or any unforeseen circumstances that may prevent them from working. By offering this benefit, schools can demonstrate their commitment to the well-being of their teachers and their dedication to ensuring their job security.
Self-Efficacy and Teaching Quality of Academic Staff in Public Universities in Uganda
(Interdisciplinary Journal of Management Sciences, 2024-07-07) Tiguryera, Scholastica; Mugizi, Wilson; Ssettumba, John Bosco
This study investigated the association between self-efficacy and teaching quality of academic staff in selected public universities in Uganda. Specifically, the study exam-ined how academic staff's personal sense of efficacy, behav-iour management, instructional strategies, and motivational strategies efficacy influenced teaching quality in public uni-versities. Employing the positivist research philosophy, the study used a quantitative approach through correlational re-search design. Randomly selected academic staff members provided data using a self-administered questionnaire. Par-tial least squares structural equation modelling (PLS-SEM) results indicated that of the four teacher efficacy aspects, only personal sense of efficacy positively and significantly influ-enced teaching quality. However, the efficacy of behaviour management, instructional strategies, and motivational strat-egies had a positive but insignificant influence on teaching quality. It was concluded that the personal sense of efficacy of academic staff is essential in enhancing teaching quality. Nonetheless, the efficacy of behaviour management, instruc-tional strategies, and motivational strategies of academic staff has made minimal contributions to teaching quality in universities. Therefore, university leaders should emphasise promoting the personal sense of efficacy of academic staff to enhance teaching quality more than instructional strategies and motivational strategies efficacy.
Leadership styles and organisational communication in selected public universities in Uganda
(Interdisciplinary Journal of Management Sciences, 2024-07-01) Turyahikayo, Wilberforce; Mugizi, Wilson; Kasule, George Wilson
This study aimed to assess the impact of leadership styles on organisational communication in selected public universities in Uganda. Specifically, the study examined the influence of transformational and transactional leadership styles on organisational communication within these universities. The four public universities included in the study were Kyambogo University, Gulu University, Busitema University, and Mbarara University of Science and Technology. A correlational research design was employed, and data was collected from a sample of managerial staff, namely administrative and academic heads, using a self-administered questionnaire. Descriptive statistics and partial least squares structural equation modelling (PLS-SEM) were used to analyse the data using SmartPLS. The descriptive findings indicated that the organisational communication within the university was satisfactory, and the utilisation of transformational leadership styles by the leaders was high, while the use of transactional leadership styles was moderate. The findings from the Structural Equation Modeling confirmed that both transformational and transactional leadership styles had a positive and significant impact on organisational communication, while the passive-avoidant leadership style had a positive but insignificant impact. As a result, it was concluded that while transformational and transactional leadership styles are crucial for enhancing organisational communication in public universities, the passive-avoidant management/laissez-faire style is not. The study recommended that university leaders should emphasise the use of both transformational and transactional leadership styles to improve organisational communication. This study's implication is that it identifies the leadership styles necessary for enhancing organisational communication in universities.
Positive discipline approaches and students’ behaviour in government- aided secondary schools in sheema municipality, Uganda
(East African Journal of Education Studies, 2024-06-13) Mark, Micheal Waiswa; Alex, Mutungi; Wilson, Mugizi; Harriet, Ludigo
This study examined the relationship between positive discipline approaches and students’ behaviour in secondary schools in Sheema Municipality in southwestern Uganda. Positive discipline approaches were looked at in terms of guidance and counselling, positive reinforcement and role modelling in relation to students' behaviours. This cross-sectional study involved a sample of 343 students. Data were collected from the students using a self-administered questionnaire. Partial least square structural equation modelling (PLS-SEM) was used to carry out data analysis. The findings indicated that the measurement model was good and structural equation model results revealed that guidance counselling and positive reinforcement positively and significantly related to students’ behaviour. However, role modelling is positively but insignificantly related to students’ behaviour. The results imply that while guidance counselling and positive reinforcement are essential factors for promoting students’ behaviour, role modelling is not. Therefore, it was recommended that school administrators and teachers should emphasise providing guidance counselling and positive reinforcement to students as they handle them while role modelling should not be prioritised.
Analysis of the Influence of Forms of Urban Agriculture on the Socio- Economic Status of the Farmers in Kampala and Mbarara Cities, Uganda
(East African Journal of Agriculture and Biotechnology, 2024-06-08) Leonard, Ninsheka; Edward, Ssemakula; Christopher, Tiyo; Rebecca, Kalibwani; Wilson, Mugizi
The study analysed the influence of the forms and drivers of urban agriculture on the socio-economic status of farmers in Kampala and Mbarara cities in Uganda. The study adopted a cross-sectional research design using multiple methods of data collection. A multistage cluster sampling technique involving simple random sampling to get both primary and secondary sampling units, snowball to get target respondents and purposive sampling for key informants and focus group members was used. Data were collected using social survey questionnaires for households, focus group discussions checklist (FGDs), key informant interview guides and observations, from a sample of 384 respondents. The study found a strong association between forms of urban agriculture and the socioeconomic status of the urban farmers in Kampala and Mbarara Cities. Subsistence forms (backyard, roadside and rooftop gardens), commercial forms (zero grazing, poultry, fish farms and crop farms), and tourist forms (demonstration sites) had a significant influence on household food and income security of urban farmers. The study established the lack of land, improved technologies and training as major obstacles and recommended the establishment of community networks, availing subsidies and credit and recruitment of extension personnel as interventions to help urban farmers.
Leadership behaviours and organisational commitment mediated by job satisfaction of academic staff at Kyambogo University
(East African Journal of Education Studies, 2024-05-03) Joshua, Kimata Kato; Wilson, Mugizi; George, Wilson Kasule; Peter, Kyozira
The study examined the relationship between leadership behaviours and the organisational commitment of academic staff at Kyambogo University, mediated by job satisfaction. Specifically, the study tested the influence of leadership behaviours on organisational commitment and job satisfaction, the influence of job satisfaction on the organisational commitment of academic staff, and the mediating effect of job satisfaction on the influence of leadership behaviours on organisational commitment. Based on the three- component model by Allen and Meyer (1990), organisational commitment was studied in terms of affective, continuance, and normative commitment. The study adopted a correlational research design on a sample of 175 full- time academic staff of Kyambogo University. The study utilised a self- administered questionnaire to collect the data. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that leadership behaviours positively but insignificantly influenced job satisfaction, while job satisfaction positively and significantly influenced organisational commitment, and leadership behaviours positively and significantly influenced job satisfaction. The results also revealed that job satisfaction partially mediated the influence of leadership behaviours on organisational commitment. The study concluded that while leadership behaviours are not a prerequisite for increasing organisational commitment among academic staff members, they improve academic staff members' job satisfaction. Also, academic staff members' commitment is increased by their job satisfaction, and job satisfaction partially significantly affects the association between leadership behaviours and academic staff members' commitment. The study recommends that to improve organisational commitment, university leaders should not overfocus on leaders’ behaviours. Nevertheless, to improve job satisfaction, they should exhibit those leadership behaviours that enhance job satisfaction. Further, university leaders can improve academic staff satisfaction by implementing appropriate job satisfaction practices. Last but not least, in addition to good leadership practices, university leaders should implement appropriate job satisfaction practices to enhance academic staff members' commitment.
Integration of water and sanitation facilities programs for menstruation management: a focus on university planning and budgeting processes at Kyambogo University, Uganda
(Sexuality, Gender & Policy- Wiley, 2024-02-16) Pomlet, Nassozi; Charles, Muweesi; Lawrence, Sserwadda
This study investigated the integration of water and sanitation facilities' programs for menstruation management with a focus on university planning and budgeting processes at Kyambogo University. The study employed qualitative methods of data collection and analysis from students and members of the university's top management. Findings revealed that there is limited engagement of female and male students in the budgeting and planning of water and sanitation facilities for menstruation management by the estates department; more so, the generic budget does not adequately cover all the requirements for menstruation management by female students, and female students perceive water and sanitation facilities for menstruation management as generally available but inaccessible and unacceptable in various ways. Thus, the study generates knowledge about the status of water and sanitation facilities for menstruation management to enable female students to participate in academic activities in higher education institutions by recommending that the Directorate of Planning and Development at Kyambogo University should promote a participatory and gender-equity inclusive plan and budget that ensures that water and sanitation facilities for menstruation management become an integral aspect in planning and budgeting processes of the estates department. The university should equitably improve the current status of water and sanitation facilities for menstruation management by providing specific water in toilet rooms including changing rooms, replacement of broken doors to provide privacy, and other required facilities to enhance effective menstruation management.
School resources and effective implementation of e-Learning in secondary schools in Kasese Municipality, Uganda
(Interdisciplinary Journal of Education Research, 2024-01-30) Tobia, Karaha Kyomuhendo; Wilson, Mugizi; Joseph, Rwothumio; Mark, Micheal Waiswa
This study examined the influence of school resources on the effective implementation of e-learning in secondary schools in Kasese Municipality, Uganda. Specifically, the study investigated the impact of tangible resources, intangible resources, and school capabilities on e-learning in these schools. Using quantitative research approach, the study employed a correlational research design and collected data from 170 teachers using a self-administered questionnaire. The data were then analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results of the SEM analysis revealed that school resources, namely tangible resources (? = 0.266, t = 3.612, p = 0.000<0.05), intangible resources (? = 0.234, t = 2.351, p = 0.019<0.05) and capabilities (? = 0.456, t = 5.129, p = 0.000<0.05), had a significant positive influence on e-learning. Based on these findings, the study concluded that tangible and intangible resources and school capabilities are necessary for the effective implementation of e-learning in secondary schools. The study recommends that the Ministry of Education, school directors, and head teachers ensure that schools have sufficient tangible resources for e-learning. Additionally, directors and head teachers should also ensure that schools possess adequate intangible resources and capabilities to support the effective implementation of e-learning. The practical significance of this study lies in its demonstration of how existing resources in schools can be utilised to implement e-learning in secondary schools effectively.
Universities’ capabilities and effective implementation of e-learning in public universities in Kampala city, Uganda
(Journal of the National Council for Higher Education, 2023-02) Wilson, Mugizi; Joseph, Rwothumio
The COVID-19 pandemic restricted access to campuses of universities owing to intermittent lockdowns. Consequently, educational institutions were forced to adopt virtual teaching techniques to ensure continued teaching and learning. However, the effective implementation of online education in universities in Uganda faced capability challenges that hindered its effectiveness. Therefore, this study investigated the influence of universities’ capabilities on the effective implementation of e-learning in public universities in Kampala City, Uganda during and beyond the COVID-19 pandemic period. Anchoring in resource-based theory (RBT), universities’ capabilities for effective implementation e-learning studied included experimentation, integration capability, and content management. Using the quantitative approach, cross-sectional data was collected from a sample of 312 academic staff from Kyambogo and Makerere Universities, the only two public universities located in Kampala City, Uganda. Data wascollected using a self-administered questionnaire. The data was analysed using descriptive and inferential statistics. Descriptive statistics involved the calculation of means while inferential analysis involved structural equation models (SEM) using SmartPLS. The results revealed that content management and integration capability positively and significantly predicted e-learning implementation. However, experimentation negatively and insignificantly predicted e-learning implementation. The study concluded that content management and integration capability are vital for e-learning implementation. Nonetheless, experimentation is not a probable requirement for the effective implementation of e-learning. Therefore , it was recommended that university managers should develop integration capabilities, and should support lecturers to improve their content management, but experimentation should not be prioritised in the implementation of e-learning.
Does the school financing role matter in e-learning adoption? An explanatory sequential study in midwifery schools in Uganda
(Contemporary Educational Technology, 2020-02) June, Patrick Bigirwa; Stephen, Ndawula; Esther, Frances Naluwemba
Despite the high level of investment on e-learning programs in Uganda, there is a low adoption of this new pedagogy in midwifery schools. This trend is likely to frustrate government’s efforts to improve the skill mix, competencies and numbers of midwives. This research sought to establish whether school financing role was essential to e-learning adoption, and the salient traits of school financing role to be focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten midwifery schools were sampled with 167 respondents. A moderate positive relationship between school financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds, affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to implement these traits if they are to improve e-learning adoption.
E-learning adoption: Does the instructional design model matter? An explanatory sequential study on midwifery schools in Uganda
(E-Learning and Digital Media, 2020-07) June, Bigirwa Patrick; Stephen, Ndawula; Esther, Frances Naluwemba
E-learning has become an integral part of mainstream society and hence revolutionizing distance education endeavours. A number of change agents and bureaucrats in Uganda have embraced this pedagogy constructing it as an alternative to the traditional brick and mortar educational systems, which have become difficult to develop and maintain. However, despite the high level of investment on e-learning programs, there is a slow adoption of this new pedagogy amongst students and faculty, and those who do start to use the system opt out later. This trend of slow adoption is likely to constrain government’s efforts of improving the skill mix, competencies and numbers of midwives in the country. This research intended to ascertain whether instructional design was an influencer of e-learning adoption and profile the salient instructional design traits relevant to e-learning adoption in midwifery schools in Uganda. Ten schools were sampled with 224 participants. Data collection was conducted in two phases, the first entailed quantitative data collection and analysis to ascertain whether instructional design played a significant role in e-learning adoption and the second embraced a qualitative data collection and analysis to ascertain the salient traits of instructional design to be relied on by midwifery schools. Simple linear regression analysis established that instructional design had a significant influence on e-learning adoption with p value of (p = 0.016), and it accounted for 38.7% of the variance in e-learning adoption, with a moderate positive relationship and its key salient traits includes: choosing an appropriate instructional design model to guide the entire e-learning process, interactivity of e-learning materials, collaborative working in developing and updating e-learning materials, eliciting feedback on instructional materials, and engaging in more than one e-learning activity. Midwifery schools therefore have to focus on these six traits if they are to improve e-learning adoption.
Does the school financing role matter in e-learning adoption? An explanatory sequential study in midwifery schools in Uganda
(Contemporary Educational Technology, 2020-02) Bigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
Despite the high level of investment on e-learning programs in Uganda, there is a low adoption of this new pedagogy in midwifery schools. This trend is likely to frustrate government’s efforts to improve the skill mix, competencies and numbers of midwives. This research sought to establish whether school financing role was essential to e-learning adoption, and the salient traits of school financing role to be focused on by midwifery schools. An explanatory sequential mixed methods design was employed, ten midwifery schools were sampled with 167 respondents. A moderate positive relationship between school financing role and e-learning adoption (r = 0.402, p = 0.000, n = 167), was ascertained and school financing role accounted for 15.7% of the variance in e-learning adoption. The salient traits were; diversified sources of funds, deliberate efforts to expand sources of funds, coordination mechanisms for the sources of funds, affordable school fees structure, and a convenient fees payment system. Midwifery schools ought to implement these traits if they are to improve e-learning adoption.
Technology leadership practices of end users and the adoption of e-learning in midwifery institutions in Uganda
(Journal of Medical Education and Curricular Development, 2022-04) Bigirwa, June Patrick; Ndawula, Stephen; Naluwemba, Esther Frances
E-learning has gained popularity in Uganda. Midwifery institutions have invested in it to manage the increasing demand for educa- tion. However, its adoption is low, which is likely to hinder the enhancement of numbers, competencies, and skill mix of midwives. The study intended to ascertain if technology leadership practices were significant to e-learning adoption and sketch core practices. Ten midwifery institu- tions and 167 end users participated in the study. Two phases of data collection and analysis were executed. Technology leadership practices had substantial effect on adoption of e-learning (n = 167, r = 0.691, & p = 0.000), and was responsible for 47.5% of the change. Core technology leadership practices were; commitment to provide e-learning facilities; encouragement of learners to use e-learning facilities; appreciating those who excel at using e-learning facilities; grooming of e-learning champions; supportive environment for technological use; and institutionalising technological use in school activities. Midwifery institutions can focus on technology leadership core practices to improve e-learning adoption.
Predictors of research productivity of academic staff in Kyambogo University: an empirical study based on mantikayan and abdulgani’s (2018) mode
(Journal of the National Council for Higher Education, 2023-05) Rwakijuma, Leticia Komba; Fred, Bakkabulindi E. K.; David, Onen
The research productivity (RP) of academic staff is of utmost significance as it contributes to the advancement of knowledge, enhances institutional reputation, facilitates funding opportunities, improves teaching quality, and enhances societal impact. In this research we aimed to investigate the predictors of RP among academic staff at Kyambogo University (KyU). Based on Mantikayan and Abdulgani’s (2018) model, we had four study objectives: to examine whether ascriptive, individual, leadership, and institutional factors predicted RP. Using a positivist research paradigm and a predictive cross-sectional survey design, data was collected through a questionnaire survey from 165 academic staff. Multiple linear regression was employed for data analysis. The findings revealed that ascriptive, leadership and institutional factors did not significantly predict RP. However, under the individual factor, it was found that only the constructs of motivation and research skills were significant and positive predictors of RP. The study concluded that Mantikayan and Abdulgani’s model lacked a comprehensive explanation of RP among academic staff at KyU. Therefore, there is a need for further research to develop a more inclusive model or framework that can capture the diverse factors influencing RP within the specific context

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