PhD Theses & Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/76

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Influence of individual characteristics on work engagement of teachers moderated by organisational factors in Acholi-sub region, Uganda
(Kyambogo University(Unpublished work), 2025-10) Olanya, Gilbert
The study investigated the influence of individual characteristics on work engagement of primary school teachers moderated by organisational factors in the Acholi sub- region in Uganda. Specifically, the study examined influence of individual characteristics on work engagement of primary school teachers, assessed the influence of organisational factors on work engagement of primary school teachers, and tested the moderating role organisational factors on the influence of individual characteristics on work engagement of primary school teachers. Using the correlational research design, data were collected on a sample of 326. Data collected using a self-administered questionnaire was analysed using descriptive statistics, Student’s t-Test, ANOVA, correlation, regression and moderation methods. The findings revealed that while teacher absorption was high as well as personal self-efficacy of teachers, dedication and teacher vigour were moderate. For organisational factors, leadership support and social support were fair. Student’s t-Test and ANOVA findings showed that while there were discernible differences in work engagement according to gender, age, and position in the school, there were no discernible variations according to education level, marital status and teaching experience. Regression analysis indicated that individual characteristics and organisational factors were positive strong antecedents of work engagement of teachers in primary schools. However, moderation analysis revealed that organisational factors had no moderating role on the influence of individual characteristics on work engagement of teachers. It was concluded that individual characteristics are crucial for work engagement of teachers, organisational factors in form of leadership and social support are essential for engagement of teachers, and giving individual characteristics and organisational factors equal emphasis in schools to promote work engagement should not be an overriding factor. Therefore, it was recommended that The Ministry of Education and Sports in collaboration with District Education Officers, head teachers, and other education stakeholders should take into account individual characteristics when designing and implementing teacher support programs, head teachers should prioritise leadership and social support within schools, and the Ministry of Education and Sports, in partnership with education officials and head teachers should strengthen school-level systems that enhance employee engagement.
Self-efficacy influence on generic skill acquisition, mediated by participation in learning activities in central Uganda
(Kyambogo University (Unpublised work), 2025-11) Audo, Jesca Harriet
This dissertation analyzed the influence of Self-Efficacy (SE) (academic and self-regulatory dimensions) on Generic Skills Acquisition (GSA) (critical thinking, communication, and teamwork), investigating the mediating role of Participation in Learning Activities (PLA) within lower secondary Biology instruction in Central Uganda. The study addressed the persistent deficiency in Uganda between transferable competencies mandated by the Competency-Based Curriculum (CBC) and the skills acquired by learners, noting continued deficits in critical thinking and scientific reasoning. A convergent parallel mixed-methods design (QUAN-QUAL) was employed, utilizing surveys from 301 Senior Three students and qualitative data from 6 Biology teacher interviews and classroom observations in Universal Secondary Education (USE) schools in Mukono District. Findings confirmed a moderate, positive correlation between overall SE and overall GSA (r=.500, p<.01). The relationship between PLA and GSA was moderately strong and significant (r=.655, p<.01). Crucially, quantitative analysis revealed that PLA significantly and partially mediated the SE–GSA relationship. The indirect effect of SE on GSA via Overall participation in learning activities (OPLA) was statistically significant (β=0.39). Qualitative findings, however, underscored implementation inconsistency, noting persistent gaps in teachers’ capacity to facilitate high-quality inquiry-based and collaborative tasks in resource-constrained contexts. The study concludes that high-quality PLA is a crucial mechanism for translating self-efficacy into demonstrable generic skills, necessitating intentional pedagogical review to integrate active, learner-centered instruction. To build upon the current findings, longitudinal studies are recommended to examine the sustained effects of self-efficacy (SE) and active learning strategies (PLA) on generic skill development over time. Future investigations should also explore the influence of contextual factors such as socioeconomic status, school environment, and teacher characteristics on student learning outcomes.
Exploring teachers’ implementation of group learning pedagogy in primary schools in central Uganda
(Kyambogo University (Unpublised work), 2025-10) Geria, Gloria
This study explored the teachers’ implementation of group learning pedagogy in primary schools in central Uganda, focusing on three core dimensions: the strategies teachers use to form groups, their practices in facilitating group learning, and learners’ experiences and responses to the group learning process. Drawing on Vygotsky’s social constructivist theory, Bandura’s social learning theory, and Piaget’s constructivist theory, the study framed group learning as a socially situated and cognitively enriching process that shapes both academic and interpersonal development. A qualitative case study design was employed, utilising interviews, focus group discussions, lesson observations, and lesson plan analyses to gain deep insights from both teachers and learners across government-aided and private primary schools. Findings reveal that teachers employed diverse group formation strategies, including mixed-ability, size-oriented, random, special needs and temporary groupings often influenced by classroom context, subject matter, and learners’ needs. While group learning was perceived by teachers to enhance learner engagement, conceptual understanding, and peer collaboration, several implementation challenges were identified. These included difficulties in managing group dynamics, ensuring equitable participation, and addressing shortages of instructional materials. Teachers also expressed limited preparedness in designing structured group learning guidelines that align with learners’ cognitive and social development needs. Learners generally reported positive experiences, citing improved confidence, quicker problem-solving, and stronger peer relationships. However, some noted frustrations related to dominance by certain peers, inconsistent group compositions, and lack of adequate learning materials. This study contributes to educational pedagogy by highlighting how contextual realities in Ugandan primary schools shape group learning practices. It reveals critical gaps in teacher capacity, resource allocation, and classroom organisation that influence the efficacy of group-based instruction. The study recommends targeted professional development programmes that build teachers’ competencies in group learning strategies, increased government investment in teaching and learning materials to support group activities, and more flexible classroom arrangements to accommodate interactive pedagogy. Future research should prioritise longitudinal studies to track the lasting influence of group learning on learners’ academic and social outcomes, and use quantitative methods to assess its impact on specific academic indicators such as literacy and numeracy performance. Cross-cultural and comparative studies across educational regions are also needed to contextualise group learning pedagogy more broadly. Additionally, in-depth investigations into how teacher training models specifically embed cooperative learning techniques would offer practical pathways for strengthening implementation. This research advances understanding of group learning as a dynamic and multifaceted instructional approach that not only fosters academic achievement but also cultivates essential life skills such as communication, cooperation, and social responsibility that are essential for the holistic development of learners in resource-constrained educational settings.
An exploration of school-community partnerships in the implementation of integrated early childhood care education services in pre-primary schools in Uganda
(Kyambogo University (Unpublished work), 2024-11) Mutumba, Safina
The implementation of early childhood development (ECD) services has for long been delivered in a disjointed manner. This leaves out numerous aspects of children’s development, causing them to experience uneven development and wastage of resources due to duplication of services. Currently, the global trend is to provide integrated early childhood services as outlined in the SDGs to harness synergies and holistic care and development of all children. As a component to integrated ECD services, access to effective Early Childhood Care and Education (ECCE) services creates a chance for children’s school readiness and holistic development. It also puts children at an equal level in the education system without discrimination. Whereas Uganda has progressed in developing policies and related standards that support the delivery of Integrated ECCE services, questions still arise on its implementation. The purpose of this study therefore, was to explore school-community partnerships in the implementation of integrated ECCE services in pre-primary schools in Uganda, a case of Kira Municipality. The study objectives were to establish the influence of school-parent engagement on stimulation activities in pre-primary schools, examine the contribution of school-child protection agencies’ collaboration and child protection practices, and to assess the relationship between school-health care service providers' collaboration and healthcare practices. An embedded cross-sectional survey design with mixed methods was employed during data collection and analysis. A sample of 166 participants was used during data collection. This included 108 head teachers, 30 Centre Management Committee (CMC) chairpersons, 20 Local Council 1 Chairpersons, 3 Health workers, and 5 Probation officers. Interviews, document analysis, and questionnaires were used to collect data. The study discovered that collaboration and partnerships could enhance the implementation of integrated ECCE services in pre-primary schools. The study identified a number of partnerships and activities that would be used to support the implementation of IECCE services in pre-primary schools. Partnerships for stimulation activities included; Resource mobilization partnerships, Academic events and shared learning partnerships. Child protection partnership entailed; capacity building, security/safety, and child abuse mitigation partnerships. Whereas the health care partnerships included; Health care services, planning for health and capacity building partnerships.
Inspection approaches and teacher instructional effectiveness in government-aided primary schools in central Uganda
(Kyambogo University (Unpublished work), 2024-01) Lubwama-Ntege, Joseph
This study investigated the relationship between inspection approaches and teacher instructional effectiveness in government-aided primary schools in Central Uganda. The study was conducted in Mukono district because all inspection and teacher instruction conditions here were transferable to the wider Central Uganda context. The objectives of the study were to: assess the relationship between the directive inspection approach and teacher instructional effectiveness; examine the relationship between the non-directive inspection approach and teacher instructional effectiveness; and to establish the relationship between the collaborative inspection approach and teacher instructional effectiveness. The study was anchored on the pragmatist research philosophy; hence, it adopted the mixed research approach. Using the parallel mixed research design, quantitative data was collected using self-administered questionnaires while qualitative data was collected using interviews. Quantitative data collected was analysed using descriptive, inferential and regression statistics, while qualitative data was analysed using thematic analysis. The findings of the study established that the directive inspection approach had an insignificant relationship with teacher instructional effectiveness. The non-directive inspection approach on the other hand, had a moderate relationship because only its aspect of directing had a significant relationship and teacher knowledge evaluation had an insignificant relationship with teacher instructional effectiveness. The collaborative inspection approach had a strong significant relationship with teacher instructional effectiveness. Therefore; it was recommended that school inspectors in government-aided primary schools in Central Uganda should use the collaborative inspection approach more often because it had a significant relationship with teacher instructional effectiveness. Similarly, the non-directive inspection approach aspect of team planning should be used and the directive inspection approach may for now be suspended because it had an insignificant relationship with teacher instructional effectiveness.
Institutional factors and ICT implementation in secondary schools. a case of Mukono municipality, Uganda
(Kyambago University (Unpublished work), 2017-12) Okwaja, John Bosco
The study investigated the institutional factors and ICT implementation in secondary schools in Mukono Municipality, Uganda. The Objectives were. To establish whether secondary schools in Mukono Municipality have ICT School Policies that support ICT and how this affects ICT implementation. To find out whether secondary schools in Mukono Municipality have adequate infrastructure that support ICT and how this affects ICT implementation. To establish whether secondary schools in Mukono Municipality have adequate competent ICT staff and how this affects ICT implementation. The study employed Cross-sectional survey research design used and both quantitative and qualitative approaches. This study adopted purposive and simple random sampling techniques in selecting the sample. The main data collection tools included questionnaires and an interview guide. Data analysis was handled in Statistical Package for Social Scientists (SPSS) Software package version 21 to generate frequencies, percentages, mean and standard deviation from which description of the findings was derived. The study revealed that most schools in Mukono Municipality have enough ICT policies, well equipped computer laboratories and teachers. The study concluded that schools have ICT policies, timetables for using ICT laboratories, internet access, ICT laboratory regulations and schools ensure that computers are repaired. Schools also have equipped computer laboratories, alternative power sources as well as computer prefects to assist in ICT teaching. More still, the study found out that schools have enough competent ICT teachers. Recommendations of the study were there is need for secondary schools to invest more in computers and related technology as well as maintaining internet connection in the school with more computers connected to internet. The government should train more ICT teachers and technicians as well as Students. The school administration and the government of Uganda should ensure supply of ICT materials to rural schools as well ensuring alternative sources of power.
Performance Management and Job Performance of Academic Staff at Makerere University, Uganda
(Kyambogo University [unpublished work], 2023-10) Anyango, Mary
The study sought to establish the relationship between performance management and the job performance of academic staff at Makerere University. It was based on four study objectives: (i) to establish the relationship between goal setting and job performance; (ii) to establish the relationship between staff performance appraisal and job the performance; (iii) to establish the relationship between staff career development and job performance; and (iv) to examine the relationship between rewards and the job performance of academics. The research employed a comprehensive mixed-methods approach, incorporating both quantitative and qualitative methodologies. A total of 184 academic staff members were involved in the study, comprising 174 lecturers as primary respondents for the collection of quantitative data, along with 5 administrative staff and 5 heads of department who provided valuable qualitative insights. Whereas lecturers were selected using random sampling, heads of department were purposively sampled. Data were collected using a self-administered questionnaire and interview guide. The collected data were analysed using frequencies, mean, percentages, and standard deviation at the descriptive level, while at the bivariate level, simple linear regression, factor analysis methods, and multiple regression analysis were applied. Findings revealed that there is a significant positive relationship between goal setting and job performance of academic staff (r= 0.549, p=0.000), there is a significant positive relationship between staff appraisals and job performance of academic (r = 0.552, p = 0.000), there is a significant positive relationship between career development and job performance of academic (r = 0.397, p = 0.000), there is a significant positive relationship between rewards and job performance of academic (r = 5.64, p=000) at Makerere University. The qualitative results were categorically analysed following the themes based on the four study objectives. It was concluded that performance management dimensions are significantly related to the job performance of academic staff at Makerere University. It was also concluded that; goal setting is imperative for the job performance of academic staff, staff performance appraisals are essential for the improvement of job performance of academic staff, staff career development is vital in improving job performance of academic staff, and rewards are necessary for the effective job performance of academic staff at the university. The study recommended that to boost the performance of academic staff in the three colleges; College of Education and External Studies, College of Humanities and Social Sciences, and College of Business Administration and Management Science, the university’s management should streamline the goal setting process to enhance the job performance of academic staff. Heads of department and administrators in the university should strengthen the implementation of staff performance appraisal. Management of the university should also endeavour to implement effective staff career development practices that enhance performance of academic staff. Additionally, university management should transparently implement and improve the reward procedures for academic staff in order to enhance the job performance of academic staff at the university.
Support supervision and teacher performance in government-aided primary schools in Teso sub-region, Uganda
(Kyambogo University [unpublished work], 2022-11) Okia, Henry Stanley
To improve the performance of primary school teachers in Uganda, support supervision was adopted as a key strategy for achieving this goal. Despite this move, teachers in the Teso Sub-region are not meeting their performance expectations in lesson preparation, learner engagement and assessment. This study examined the relationship between support supervision and teacher performance in government-aided primary schools in the Teso sub-region, Uganda. Informed by the general systems and path-goals theory, the study specifically sought to determine teacher performance, establish the status of support supervision, and find out the relationship between democratic, directive, and non-directive support supervision approaches and teacher performance in government-aided primary schools in the Teso Sub-region. A concurrent triangulation design was used. Both quantitative and qualitative methods were used to collect data from 359 respondents, selected from 367 out of 1008 government-aided primary schools in the Teso Sub-region. Qualitative data was obtained using semi-structured interviews, observations and documentary analysis, while quantitative data was collected using questionnaires. The respondents included classroom teachers, headteachers, DEOs, DISs and CCTs. Quantitative data was analysed using descriptive statistics, Pearson correlation and multiple regression analysis, while qualitative data was analysed using content analysis. The findings from the study showed that the performance of teachers in government-aided primary schools in the Teso Sub-region was just satisfactory. Teachers invested some time, physical, and mental energy into their key job tasks. They, however, had little time to prepare for their teaching, did not always organise their classroom into a positive learning environment, and had a challenge tracking individual pupils’ learning progress. Support supervision aspects of dialogue, team promotion, reflection and task-oriented guidance were done and contributed to about 46.3% of the work performance of teachers. Generally, support supervision was taken as a formality and perceived as a monitoring and standards enforcement activity rather than being a professional development practice. Its frequency, therefore, was still minimal. It was concluded that professional development, rather than a compliance perspective to support supervision, would produce better results in teacher performance among primary school teachers in the Teso Sub-region. It is recommended that officers who carry out support supervision in Uganda, including MoES, DEOs, DISs and HTs focus more on mentoring, competence and professional development to enhance teacher performance in government-aided primary schools in Uganda. The Ministry of Education and Sports should do regular monitoring and effect fund operational costs of support supervision to allow district education departments perform their roles more effectively and efficiently. Further studies can be done on the relationship between support supervision and the professional development of teachers in Uganda and the education system.
Leadership behaviours and organisational commitment of academic staff mediated and moderated by job satisfaction and emotional intelligence at Kyambogo University, Uganda
(Kyambogo University [unpublished work], 2023-10) Kato, Joshua Kimata
The study investigated the topic: Leadership Behaviours as Significant Predictors of Organisational Commitment of the academic staff at Kyambogo University. Specifically, the study examined whether leadership behaviours were significant predictors of organizational commitment, assessed whether leadership behaviours were significant predictors of job satisfaction, examined whether job satisfaction was a significant predictor of organizational commitment, and assessed whether emotional intelligence was a significant predictor of organisational commitment of academic staff. The study also tested the mediating effect of job satisfaction on the relationship between leadership behaviours and organisational commitment, and the moderating effect of emotional intelligence on the relationship between leadership behaviours and organisational commitment of academic staff. Using the positivist research paradigm, the study adopted the cross sectional-correlational research design. Data were collected using a questionnaire survey on a sample of 156 academic staff. Data were analysed using descriptive statistics and structural equation modelling. Overall findings revealed that leadership behaviours, job satisfaction and emotional intelligence were positive and significant predictors of organisational commitment. The findings also revealed that leadership behaviours, participative leadership positively and significantly correlated organisational commitment of academic staff, while directive, participative and supportive were positive significant predictors of job satisfaction of academic staff and achievement-oriented leadership behaviours negatively and significantly correlated with job satisfaction. Further, the study revealed that job satisfaction partially mediated the relationship between leadership behaviours and organizational commitment of academic staff but emotional intelligence negatively and insignificantly moderated the relationship between leadership behaviours and organisational commitment of academic staff. Pertinent conclusions were derived; hence the following recommendations were made in order to enhance organisational commitment of academic staff. Management needs to enhance the implementation of participative leadership behaviours, intrinsic job satisfaction, self-management and social-awareness in order to promote organisational commitment of academic staff. Further, three leadership behaviours namely directive, supportive, and participative leadership behaviours should be enhanced in order to promote job satisfaction of academic staff.
Organizational support and research productivity among lecturers at Kyambogo University
(Kyambogo University [unpublished work], 2023-09) Kanaabi, Moses
In today’s hyper-competitive higher education market, research productivity has become a dominant criterion for establishing the relative standing of individual academics and ranking of universities. However, in Ugandan universities, attention is paid more to the teaching function. The research function is generally left to individual lecturers to conduct as a requirement for promotion. This study therefore sought to evaluate the effect of the university organizational support on lecturers’ research productivity at Kyambogo University. The analysis focused on research policy, research management, research funding and research infrastructure as the organizational support avalled to lecturers in promoting research productivity. Research Productivity was indicated as article publication, Book authorship, conference presentation and graduate students‟ supervision. The study used a mixed-method cross-sectional correlational survey design. A sample of 127 Ph.D. holding lecturers and 9 key informants participated in the study. Data was collected using questionnaires, documentary analysis and interviews. It was analysed using Structural Equation Modelling for quantitative data while qualitative data was analysed through thematic content analysis. Overall, the results revealed generally low organisational support (mean = 2.83 Std D. = 0.258), low research productivity (mean = 2.83, Std D. = 0.693), indicating a significant relationship between organisational support and research productivity (β = 0.523 p = 0.000). Specifically, the study established a significant positive effect of research policy (β = 0.219, p = 0.023) and research infrastructure (β = 0.280, p = 0.016) on research productivity. However, no significant effect of research management (β = 0.027, p = 0.803) and research funding (β = 0.113, p = 0.253) on research productivity. The study thus concluded that organisational support is a major predictor of research productivity in universities and recommended university managers to improve the support given to lecturers to conduct the university research function. In particular, the study recommended the formulation and implementation of favouring and supportive research policies, and increased funding to improve the university research infrastructure as the most critical support factor for research productivity.
Utilizing correspondence study in teacher in service education in East Africa: a comparative analysis of selected teacher correspondence programs conducted by the correspondence units at the University of Nairobi, Kenya and Makerere University, Uganda, between 1967 and 1973
(University of Wisconsin , Madison (unpublished work), 1976-08) Nabwiso-Bulima, Frank.W
The overall purpose of the study was to generate more information about training and retraining primary teachers in East Africa by correspondence. Four primary teacher correspondence programs were studied. (1) Grade I Teachers Upgrading Program (Uganda); (2) Licensed Teachers ' Training Program (Uganda); (3) P3 Teachers' Program (Kenya) ; (4) UQT (Unqualified Teachers ' Program) (Kenya). The firs t two programs were conducted by t he Correspondence Unit at Makerere University, and the last two by the Correspondence Course Unit at the University of Nairobi. The objectives of the study were to indicate the major differences and similarities among t he programs, t o assess the teacher-respondents' evaluations of the programs, and to make suggestions for future primary teacher correspondence programs in East Africa . Data were collected in 197 5 through documentary research, interviews, conversations , letters, and questionnaires sent t o a total of 400 teachers (i . e . 100 teachers in each program). The comparative approach was selected for the purpose of making the study more analytical l than would have been the case if each of the programs was described separately . The Bereday- Rosello comparative approach was used in the analysis and comparison. The programs had much in common . They were. initiated by the Ministries of education in Kenya and Uganda and supported by foreign technical assistance. The broad goals of the programs were to improve the academic
Higher educational programmes in the development of Uganda cases of development studies programmes of Uganda martyrs and Makerere universities
(Uganda Martyrs University (unpublished work), 2011-06) Lubaale, Grace
The study is on the Higher Educational programmes in the development of Uganda. This is because in recent years, Higher Education (HE) has received considerable attention from major development agents like the World Bank, governments, public and private sector agents plus families having been widerrated for some time yet vital in the area of training human resource and research. In Uganda, enrolment in HE has increased more than 1000 % in the last three decades with more than 200 programmes in the 28 universities by 2008. The study specifically focuses on the Development Studies (OS) programmes of UMU and MUK whose graduates are meant to propel development in Uganda yet gaps in the development process are still evident. Tben:fore, the study aimed at examining the curriculum, pedagogy, assessment, contributions, challenges and opportunities of OS programmes in the development of Uganda. Both qualitative and quantitative approaches were employed so as to provide the necessary triangulation for getting a more composite data to articulate better the findings. Further, a descriptive research design specifically a case study was adopted in order to secure in-depth data regarding OSprogrammes and graduates. The study used a sample size of 24S respondents using research instruments of a semi-stJUCtured questionnaire, interview guide, discussion guide, and check list. The study found out that graduates are making contributions to the development of Uganda panly because of HE. However, there are still gaps in the development process which graduates have not been able to close because of the limitations in the curriculum, pedagogy and assessment techniques,and the existence of internal and external challenges affecting them. The study identified the following opportunities for OS programmes as; a new area of study, able to attract sponsorship, wide range of employment opportunities, and increased number of applicants. The study made the following recommendations ; improve on the inputs process-outputs of education, scholastic materials, establish a development Think Tank, tighten admission criteria, academic staff, and tutor-students mentoring. The study concludes by recommending for curriculum review which will reflect the cognitive, affective and psychomotor domains in order to produce more competent graduates for the development of Uganda.
Organisational critical success factors and the adoption of e-learning in selected public and non-profit midwifery schools in Uganda
(Kyambogo University (Unpublished work), 2021-08) Bigirwa, June. P
The government of Uganda has invested in the e-learning approach in many health training institutions. However, despite the high investment, there is a low adoption to this approach. This study aimed at establishing organisational critical success factors (OCSF‘s) that could be used to improve the adoption of e-learning in midwifery schools in Uganda. The study used an explanatory sequential mixed method design to identify the most significant factors to the adoption of e-learning. 210 participants from ten midwifery schools were sampled, and both quantitative and qualitative data were collected. Linear regression analysis was used to establish whether OCSF‘s (technology leadership practices, instructional design strategies, online quality management practices and school financing mechanisms) had influence on the adoption of e-learning. Results indicated that variability in the adoption of e-learning was more explained as a result of OCSF‘s. The study showed that all the four OCSF‘s hypothesised were found to have significant influence on the adoption of e-learning since their p-values (Sign.) were less than 0.05: technology leadership practices (r=0.691, p=0.000, n=167), instructional design strategies (r=0.625, p=0.000, n=167), online quality management practices (r=0.747, p=0.000, n=167), and school financing mechanisms (r=0.402, p=0.000, n=167). Technology leadership practices accounted for 47.5% of the variance in the adoption of e-learning, instructional design strategies accounted for 38.7% of the variance in the adoption of e-learning, online quality management practices accounted for 55.5% of the variance in the adoption of e-learning, and school financing mechanisms accounted for 15.7% of the variance in the adoption of e-learning. Qualitative data indicated that the salient technological leadership practices were: commitment of school administration to provide technological facilities, encouragement of students and faculty to use technological facilities, a culture of appreciating those who excel at using technological leadership facilities, grooming of technological champions, ambient and supportive environment for technological use, and institutionalising technological use in all teaching and learning activities of the midwifery school. Instructional design strategies included: 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. While those of online quality management practices included: CD-ROMS-meeting expectation of users, collaborative improvement of online quality, LMS-meeting expectations of users, providing the best online experience, e-learning program being described as an excellent online learning experience, and guidelines for improving online quality. And the school financing mechanisms were diversified and equitable sources of funds. The study therefore suggested that in order to improve the adoption of e-learning in midwifery schools in Uganda, all the four OCSF‘s (technology leadership practices, instructional design strategies, online quality management practices, and school financing mechanisms should be implemented.

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