Journal Articles

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Organisational learning and teacher competence in Ugandan government-aided secondary schools
(East African Journal of Education and Social Sciences, 2025-06-01) Arineitwe, Phiona; Kasule, George Wilson; Mayengo, Nathaniel
This study examined the influence of organisational learning on teacher competence. Organisational learning was studied in the context of continuous learning, dialogue and inquiry, and team learning while teacher competence covered ethical competence, pedagogical competence, subject matter competence, and assessment and evaluation. The study population consisted of 3,873 teachers from six districts. The study employed the simple random sampling technique and Krejcie and Morgan's (1970) sampling table to determine the sample of 351 teachers, who participated in the study. The study utilised the advanced partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4, to uncover the relationships between variables. The findings revealed that continuous learning and dialogue and inquiry have a positive and significant influence on teacher competence. However, continuous team learning had an insignificant influence on teacher competence. Based on the findings, it was concluded that continuous learning and dialogue and inquiry are important for the development of teacher competence. However, team learning has less significance in enhancing teacher competence. Therefore, head teachers should implement organisational learning, specifically continuous learning and dialogue and inquiry. The practical contribution of the study is that it shows how organisational learning can be used to promote teacher competence.
Transformational leadership and commitment of teachers in secondary schools in Buwenge town council, Jinja district, Uganda
(Kyambogo University (Unpublished work), 2024-01) Ayaga, Richard
The study investigated the relationship between transformational leadership and commitment of teachers in secondary schools in Buwenge town council of Jinja district, Uganda. Study objectives included; to investigate the relationship between inspirational motivation and teacher commitment; to assess the relationship between intellectual stimulation and teacher commitment; to examine the relationship between individualized consideration and teacher commitment. The research hypothesis hypotheses were; H01: there is no statistically significant relationship between Inspirational Motivation and Teacher commitment; H02: There is no statistically significant relationship between Intellectual Stimulation and Teacher commitment; H03: There is no statistically significant relationship between Individualized Consideration and Teacher commitment. The study used a cross-sectional research design on a sample of 90 respondents employing both quantitative and qualitative analysis methods. The researcher applied purposive sampling and simple random sampling procedures. Quantitative data was collected using a pretested structured self-administered questionnaire, entered into Statistical Package for Social Scientists (SPSS 24.0) analyzed using descriptive statistics specifically frequencies, percentages and means. Inferential analyses particularly correlation and regression analyses were also carried out. Qualitative data was collected using an interview guide and the data were later thematically analyzed. Study findings showed that there was a positive and significant relationship between inspiration motivation and teacher commitment (β=0.485, p = 0.000 < 0.05), a strong positive and significant relationships between intellectual stimulation and teacher commitment (β=0.073, p = 0.524 < 0.05) and a positive and significant relationship between individualized consideration and teacher commitment (β=0.239, p = 0.024 > 0.05).Conclusively , the research accepted the two hypotheses (H01 and H03) that suggested that there was no statistically significant relationship between inspiration motivation, individualized consideration and teacher commitment. While on the other hand the H02 was rejected. There is a need for the administration of Private secondary schools to improve teacher remuneration as a means of promoting intrinsic motivation and commitment while providing teacher mentorship and coaching.
Walberg’s factors and students’ academic performance in Madi-Okollo district Secondary schools
(Kyambogo University (Unpublished work), 2024-02) Adiga, Benard
The study intended to examine Walberg’s Factors and Students' Academic Performance in Madi-Okollo District secondary schools. It specifically aimed at examining the association between Student Motivation (SM), Quality of Teaching and Learning (QTL), Home Environment (HE), Classroom Environment (CE), and Students' Academic Performance (SAP). A Mixed methods Research Approach was adopted with the Quantitative Approach being dominant and a mixed concurrent research design where descriptive, survey, correlation, simple linear regression and Multiple Regression Analysis were used. Self-administered questionnaires and interview guides were used to collect data and a sample of 210 students of senior 3 and 4 selected from 5 government-aided secondary schools and the only private school in the district; the District Inspector of Schools (DIS), 3 members of BOG, 3 PTA members, 3 Headteachers, and 4 Teachers. Descriptive Statistics was used to Analyze data with the aid of SPSS version of statistical package and transcription of participant voices. The findings showed that there existed strong Positive correlation between the four independent variables under study that is Student Motivation, Quality of teaching and learning, Home environment, classroom environment, and Students' Academic Performance with all significance values at (P < 0.05). It was Concluded that there was a significant positive Correlation between the four IVs, and Students' Academic Performance. The study recommended for Schools and local government education committees to give awards to the best-performing students, give scholarships to teachers to acquire higher qualifications, and Parents to be in position to encourage their children to read and do their homework at home.
The childfree phenomenon in Emile Durkheim’s sociology and Qur’anic perspective : a classical and contemporary interpretation
(Solo International Collaboration and Publication of Social Sciences and Humanities, 2025-05-06) Nikmah, Latipah Salsabil; Nugroho, Kharis; Hamidu, Kyeyune
Objective: This study aims to analyze the childfree phenomenon from the perspective of Emile Durkheim's sociology and the view of the Qur'an, to understand the dynamics of social and religious values in Indonesian society. Theoretical framework: The theoretical framework refers to Durkheim's concepts such as social facts, organic solidarity, anomie, and collective morality, as well as classical and contemporary interpretations of the Qur'an on the value of heredity in Islam. Literature review: The literature review includes Durkheim's theory of social transformation and the mufasir's interpretation of the importance of heredity in Islam, both from classical (At-Thabari, Al-Qurtubi) and modern (Al-Misbah, Al-Azhar) interpretations. Method: This study uses a descriptive qualitative method with a literature study approach. Data were collected from literary sources such as the works of Emile Durkheim and classical and contemporary interpretations of the Qur'an. The analysis was carried out interpretively to understand the social and religious meaning of the childfree phenomenon in the context of Indonesian society. Results: The phenomenon of childfree reflects a change in values in modern society according to Durkheim, while in Islam heredity is considered a mandate and part of worship, as affirmed in various interpretations. Implications: The childfree phenomenon needs to be understood as a reflection of social and spiritual change, which demands an integrative approach between individual freedom and collective values. Novelty: This research is unique in that it combines sociological and theological analysis in examining the issue of child freedom, offering a cross-disciplinary perspective that is relevant to the context of Indonesian society.
The influence of institutional research culture on the research competence of lecturers of kyambogo university
(International Journal of Education, 2025-03) Atuhaire, Shallon; Mugizi, Wilson ; Kato, Joshua Kimata
This study examined the influence of institutional research culture on research competence of lecturers of Kyambogo University. Using a correlational research design to collect data and analyse data from a sample of 192 teaching staff. The data were analysed using SPSS for descriptive statistics and SmartPLS was used to test the hypotheses and structural equation modelling. Descriptive results indicated that the majority of the respondents were males (54.7%). Concerning age range, the majority 66.7% were aged 40 years and above while the rest (33.3%) were below 40 years and the majority (60.9%) were PhD holders. Inferential results revealed that institutional research culture had a positive and significant influence on lecturers’ research competences. It explained 33.6% of the variation in research competence of lecturers. Therefore, institutional research culture is very central in fostering the research competences of lecturers. Institutional managers should nurture a culture that enhances the research competence of lecturers.
Adaptive leadership in public Universities in Uganda: a systematic literature review
(2025-02-10) Kasule, George W.
This study through a systematic literature review explored adaptive leadership status, the rationale for adaptive leadership, and the challenges facing embracing adaptive leadership in public universities in Uganda. The literature search process consisted of inclusion and exclusion criteria and the development of a search strategy. Fourteen (14) articles were found to have relevant information on adaptive leadership status, the rationale for adaptive leadership, and challenges facing embracing adaptive leadership in higher educational institutions in Uganda. The findings reveal that adaptive leadership in public universities in Uganda is almost non-existent. This is buttressed by the fact that these universities have perpetually failed to solve most of the challenges they face, let alone demonstrating high levels of ineffectiveness in their operations. The study findings also divulge that the rationale for embracing adaptive leadership in public universities in Uganda includes but is not limited to: addressing complexity and uncertainty; enhancing institutional effectiveness; fostering a culture of collaboration and inclusivity; and developing capacity for sustainability and resilience. The study further discloses that some of the notable challenges encumbering embracing of adaptive leadership in public universities in Uganda comprise: limited financial, human and, material resources; excessive bureaucratic structures; and resistance to change by employees. The paper concludes, thus, that the absence of adaptive leadership in public universities in Uganda is worrying, hence, urgent mitigation measures need to be taken owing to the fact that adaptive leadership is critical to help public universities have the ability to cope with change in their operations almost on the daily basis. The study recommends that university leaders and managers make deliberate efforts to familiarise themselves with adaptive leadership principles through relevant professional development programmes. Institutionalise adaptive leadership as well as adopting appropriate administrative structures that ensure: clear lines of authority and decision-making; effective communication and collaboration across units; efficient resource allocation and management; strong governance and accountability; and flexibility to adapt to changing circumstances and priorities.
Technology adoption and agricultural productivity a study of Mubuku & Rwimi prisons farms in western Uganda.
(AfroGlobal Perspectives, 2025-01) Godwin, Atwine; Patience, Nahabwe; Patience, Komugisha
Background: This study examined the impact of technology adoption on agricultural productivity at Uganda's prisonfarms, focusing on Mubuku and Rwimi Prison Farms. The Uganda Prisons Service (UPS) integrates agricultural activities into the rehabilitation of inmates, using these farms to test new agricultural techniques and technologies. The study aims toidentify adopted technologies, assess productivity, and explore barriers to their implementation. Methdology: A descriptive and cross-sectional research design was used, incorporating both quantitative and qualitativemethods. The sample consisted of 181 participants selected from a target population of 340, including Prison FarmManagers and inmates involved in farming. Data was collected via questionnaires, interviews, and document reviews, andanalyzed using SPSS after classification and coding. Results: Findings revealed that maize was the dominant crop, with 80% of respondents growing it, while only 20%cultivated beans. Livestock farming was less common (27%), with chicken farming being the most widespread. Technological adoption, including automated irrigation, renewable energy (solar panels), agricultural machinery, andintegrated pest management, contributed to significant productivity increases. Notable yield improvements includeda700% increase for cowpeas and 500% for rice. Conclusion: However, barriers to technology adoption included insufficient funding, high technology costs, limitedtraining, poor infrastructure, and resistance to change. The study concluded that while technology adoption improvedproductivity, challenges like inadequate funding and infrastructure hinder broader implementation. Recommendation: Increasing government funding, offering continuous training for prison staff and inmates, improvinginfrastructure, addressing resistance to change, and fostering partnerships with technology providers and researchinstitutions to maximize the potential of these technological innovations and enhance farm sustainability.
Teacher support and students’ academic resilience in universal secondary education schools in luwero district, Uganda
(Interdisciplinary Journal of Education, 2024-12-02) Justine, Nansamba; Wilson Mugizi; Joseph Rwothumio; Joshua Kimata Kato
This study investigated the impact of teacher support on students' academic resilience in Universal Secondary Education schools in Luwero district, Uganda. Specifically, the study examined whether teacher investment of effort, positive regard, and accessibility significantly influenced students' academic resilience, defined as perseverance, help-seeking, and positive affect. Using a quantitative approach and correlational research design, the study surveyed 324 students selected through simple random sampling. Data collection employed a self-administered questionnaire, and analysis involved structural equation modelling (SEM) using SmartPLS. The results revealed that teacher investment of effort, positive regard, and accessibility had a positive and statistically significant impact on students' academic resilience. The findings suggest that teacher support, particularly positive regard, followed by investment of effort and accessibility, fosters students' academic resilience. The study recommends that head teachers sensitise teachers to provide comprehensive support by creating a supportive learning environment that involves being invested in students' academics, accessible, and showing positive regard. This study's practical contribution lies in demonstrating how teacher support can promote students' resilience, providing valuable insights for educators and policymakers.
The effect of structured coaching on lecturers’ feedback skill development in national teachers’ colleges in Uganda
(East African Journal of Education Studies, 2025-01-06) Sarah, Nawoova; Stephen Ndawula; Mark Waiswa
This study investigated the effect of coaching on the feedback skills of lecturers in National Teachers’ Colleges in Uganda, drawing on the theories of Cognitive Apprenticeship and Vygotsky’s Sociocultural Theory, which emphasize learning through guided experience and social interaction. The study was guided by a postpositivist world view and it employed a mixed-methods embedded approach, the research utilized a pretest-posttest control group design to assess whether there was a significant difference in the feedback skill of lecturers who received coaching compared to those who did not receive coaching. A sample of 128 lecturers was purposively selected, stratified, and randomly assigned to experimental and control groups. The experimental group received structured coaching sessions, while the control group did not. Quantitative data was collected using a self-administered questionnaire and an observation checklist while structured interview guides provided the qualitative data. The quantitative data were analyzed using descriptive statistics and inferential statistics through a t-test, while qualitative data were examined through content analysis. The post-test results revealed that the experimental group performed better, with a mean difference of 0.38078 points and a p-value of 0.000 < 0.05 which is statistically significant. Participants from the experimental group in the interviews reported a positive contribution of coaching to their learning and skill proficiency. The hypothesis that there is no significant difference in the feedback skill of lecturers who received coaching compared to those who did not receive coaching was therefore rejected. It was concluded that coaching is significant for improving lecturers’ feedback skills. It was therefore recommended that institutions should consider integrating coaching as a CPD for lecturers’ capacity building in performance. Institutions should also design tailormade coaching strategies to address individual gaps of lecturers and create communities of practice to establish a supportive network for more learning
Investigating the precursors of instructional delivery competence among kyambogo university teaching staff
(East African Journal of Education Studies, 2024-12-25) Stephen, Ndawula; Elizabeth, Kyazike
Instructional delivery is one of the critical measures of productivity of an academic teaching staff. Universities need to invest in developing the teaching capacities of their academic workforce to deliver effective teaching and learning processes to the students. This study investigated the influence of pedagogical competencies (PC) on instructional delivery among the teaching staff at Kyambogo University (KyU). The study sample was 51 teaching staff members from the Faculty of Education and the Faculty of Arts, who comprised the Heads of Department and the lecturers. Using random and purposive sampling, they were chosen for sampling. Survey questionnaires and interview guides were used to get data later analysed in frequencies and percentages. The qualitative data analysis was done, and the findings revealed that pedagogical competencies influence the quality of lecture delivery. Based on this evidence, it was concluded that pedagogical competencies influence instructional delivery. Although most of the results were encouraging and showed notable improvements in how lessons were delivered, some shortcomings were also noted. It was recommended that the management of KyU designs and implements continuous professional development programs to improve the pedagogical skills of the teaching staff. Similar research will be carried out at faculties within KyU other than the Faculty of Education and Faculty of Arts.
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.

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