Masters Degree Dissertations

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Lecturer competence and perceived impact on students' academic performance in Uganda national teachers' colleges: a case of muni and mubende
(Kyambogo university (Unpublished work), 2016-12) Afema, Agnes
The study was about lecturer competence and perceived impact on student's academic performance in Uganda National Teachers' Colleges. The purpose of the study was to establish whether there was a significant relationship between Lecturer competence and perceived impact on students' academic performance in Uganda National Teachers' colleges. The research was carried out in National Teachers' Colleges Muni and Mubende. The study used both quantitative and qualitative data analysis techniques. The study sample was selected through simple random and purposive sampling techniques. The sample size comprised of three college administrators, eight business education lecturers and one hundred nineteen students. Data was collected through questionnaires, interview and document analysis. The research established that more than half of the lecturers in NTC's are Master's degree holders and some had Bachelor's degrees thus need to be assisted to upgrade to higher academic qualifications. The findings further revealed that upgrading improves on lecturers' pedagogical competence. The findings indicated that in 2014 students' in first class were 3.7% and second class upper were 29 .62% and in 2015 first class increased to 4.83% and second class upper increased 89.51 % which means majority of the students passed in first and second class diploma. The study therefore recommended that lecturers' in National Teachers' colleges should be encouraged to upgrade to acquire higher qualifications, and do Continuous Professional Development, attend seminars, workshops to update their knowledge, pedagogical competence for efficiency and effectiveness in their jobs. Furthermore, the Ministry of Education and Sports should have a standardized system of recruitment of lecturers to avoid incompetent lecturers being recruited in National Teachers' colleges.
Conflict management and organisational performance in selected government aided secondary schools in buikwe district
(Kyambogo University (Unpublished work), 2015-11) Ssekiziyivu, Edward
This study investigated the effect of conflict management and organisational performance of Government Aided Secondary Schools. The purpose of the study was to investigate the effect of conflict management and organisational performance of Government Aided Secondary Schools in Buikwe District. The objectives of the study were to investigate the existing conflicts in Government Aided Secondary Schools in Buikwe District; to find out the different conflict management techniques used in Government Aided Secondary Schools in Buikwe District; and to establish the most appropriate Conflict Management techniques that influence Performance of Government Aided Secondary Schools in Buikwe District. The study was carried out using a cross-sectional survey design on a sample of 120 respondents that were teachers, deputy head teachers and head teachers in Buikwe District. The data was collected by use of questionnaire and interview guide. The data was analysed quantitatively and qualitatively. Quantitative data was analysed using the Statistical Package for Social Scientists 17.0 (SPSS) program. At univariate level, data was analysed basing on the mean, standard deviation and frequencies and multivariate level, the data was analysed basing on multiple linear regression analysis. Qualitative data was analysed by discursive and thematic methods. The study established that several conflicts existed in schools, the dominating conflict management technique was the most dominant conflict management technique employed and the integrating conflict management technique was the most appropriate followed by compromising conflict management and then obliging conflict management technique. Therefore, it was concluded that the several conflicts that existed in schools were between management and staff then between members of management; in schools, the most common conflict management technique used was the dominating conflict management techniques; and the most appropriate management techniques significantly positively related with performance of schools. Therefore, it was recommended that policy makers and management of schools should identify the different conflicts in the schools and what causes them such that they sensitise all those affected such as teachers to avoid them; those involved in supervising schools should ensure that there are mechanisms in schools for resolving conflicts; and head teachers should employ the most appropriate technique that is the composite conflict management technique which is an amalgamation of different appropriate techniques.
Effect of the O’level education science policy on secondary school students' attitude towards sciences in nama sub-county, mukono district, Uganda
(Kyambogo University [unpublished work], 2016-12) Mugambwa, Mulwanya Judah
The study aimed at analyzing the impact of the O' Level Education Science Policy on students' attitudes towards studying science subjects. The study was guided by four objectives; to determine the impact of making sciences compulsory at O' Level on girls' and boys' attitudes towards studying sciences; to investigate the impact of Education science policy towards provision of school science facilities on O' level students' attitudes towards studying sciences; establish how provision of refresher courses to science teachers influenced O' level students' attitude towards studying science subjects and to explore strategies for improving the O' level Education science policy's ability to make students love studying science subjects. Literature was reviewed and gaps identified and the study filled those gaps. The study used a comparative cross sectional survey research design that included qualitative and quantitative data. The total sample of respondents sampled was 150. They comprised of 5 sub county officials, 5 Head teachers, 25 teachers, 75 students, 10 lab attendants and 30 parents. They were selected using purposive and simple random sampling techniques. Data collection Instruments included questionnaires, interview guide, documentary review, focus group discussion and observat10n guide. Quantitative data were analyzed by descriptive statistics while content analysis was used for qualitative analysis. The study showed that students' hated science subjects, Schools suffered from inadequate science facilitation. Schools lacked competent qualified teachers. The study recommended that government provides adequate science scholastic materials to schools, there should be training and recruitment of science teachers in schools and that MOESTS should allocate more funds to cater for sciences specifically.
School climate and teachers' job performance in Ugandan secondary schools: a case of kasese district
(Kyambogo University [unpublished work], 2017-11) Mbusa, Joseph
The purpose of the study was to examine the effect of school climate (school physical environment, administrators' management behaviours, and students' behaviours) on teacher job performance (effective academic curricular execution, effective co-curricular execution, and effective student discipline management) in Ugandan secondary schools in case of Kasese District. The study adopted a cross-sectional design to gather data from a sample of a population at a particular time in order to obtain information about preferences, attitudes, practices, concerns or interests of groups of people. Both qualitative and quantitative techniques were used for the mutual validation of the data. The study sample size of 71 respondents comprising of headteachers, teachers and students was selected using simple random and purposive sampling techniques. Data were collected using questionnaires and interview. The study findings revealed that physical environment significantly affect teacher's job performance. This was explained by multi-regression analysis (adjusted R2) found to be 0.627, implying that the effect is by 62.7%. The study findings further reveal that administrators' management behaviours and students' behaviours significantly affect teacher's job performance (r2 = 0.32). The study concludes that the prevalent school climate in terms of physical environment, administrators' management behaviours, and students' behaviours significantly affect teacher's job performance. As such, strategic interventions must be considered by concerned stakeholders to ensure that a conducive school climate prevails in order to improve job performance of teachers in Kasese District. The study suggests that the government should put priority on allocating funds for renovation of school physical structures, building of new classroom blocks, equipping laboratories and school libraries. The study also advocates that school administrators should endeavor to adopt leadership behaviours that create an enabling environment for teacher job satisfaction to maximize academic performance. Students' misbehaviours must be regulated by adhering to school rules and regulations to improve teachers' performance.
Head teacher's leadership behaviour and students' academic performance in secondary schools in iganga municipality
(Kyambogo University [unpublished work], 2017-11) Kabambwe, Benard
The study investigated whether Head Teacher's Leadership Behaviour affects Students' 0-level Academic Performance in Secondary Schools in lganga Municipality. It specifically aimed at determining whether structural initiative behaviour, consideration behaviour and empowering behaviour of the head teacher influences students' 0-level academic performance. A descriptive research design with qualitative and quantitative approaches was employed. Data was collected from 106 respondents who included teachers, head teachers and senior education officers and were selected using stratified random sampling and purposive sampling techniques from 4 secondary schools. Structured questionnaires and interview guides were used. The collected data was analysed using descriptive statistics and content analysis techniques. The study found that the Head Teacher's structural initiative behaviour in form of planning, clarifying goals and roles has a positive effect on students' academic performance. It was also established that Head Teacher's consideration behaviour of motivating teachers, providing materials, support supervision and encouraging teamwork influence students' academic performance. It was further discovered that Head Teacher's empowerment behaviour characterized mainly by delegating, providing administrative support, training, inducting and involving teachers in decision making also affect students' academic performance. It is recommended that head teachers should be given more funding and training in managerial skills in order to run their schools and achieve better academic performance.
Management of private secondary schools and quality of teaching in makindye urban council, Kampala, Uganda
(Kyambogo University [unpublished work], 2018-11) Katumba, Gordon
This study sought to determine the relationship between Management of Private Secondary Schools and Quality of Teaching in selected private secondary schools in Makindye division Urban Council, Kampala. The study objectives were: to determine the relationship between school supervision by head teacher and quality of teaching, to establish how basic resource provision is related to the quality of teaching and to establish the relationship between strategic planning and quality of teaching. A descriptive cross sectional survey design was used with both qualitative and quantitative approaches. Data was collected from 8 secondary schools which were selected using Purposive and systematic sampling. A total of 117 participants who included teachers, students, head teachers, KCCA education officers, UNEB secretary representative and the director of education standards took part in the study. The study revealed that internal supervision of teaching by head teachers was high but external supervision was not adequate. The study found that though most schools had licenses and were legally registered, the infrastructures, qualified teachers, instructional materials, and teacher preparation were inadequate. The study further revealed that private schools were suffering from inadequate budgets to cater for all their programs and government intervention to fund these schools was revealed as being relevant. The study concluded that the quality of teaching was low and strongly related to the limited school supervision, inadequate basic school resources and lack of strategic planning. The study recommended that the government should ensure that all private schools are registered with the minimal requirements in place for operating these schools. This should be through effective and efficient school monitoring and supervision. Private schools should ensure recruitment of qualified teachers to improve on the quality of teaching and learning and ensuring that there are retooling programs for school staff.
Participation in performing arts and student discipline management: an investigative study in selected secondary schools of Kampala district
(Kyambogo University [unpublished work], 2014-08) Isabirye, James
This work is an investigative study that was carried out in selected secondary schools in Kampala district to find out whether participation in PA could be used to manage student discipline. The objectives of the study were: to establish what school managers perceive to be the roles of PA in student discipline management, to find out students' thoughts about influence of PA activities on their discipline and to establish ways through which PA could be utilized to address student indiscipline. This was necessitated by the escalating student indiscipline in schools yet there is limited literature to guide management of student discipline. Head teachers, teachers, parents and society in general were cited to contribute towards causing the growing student indiscipline yet current measures are failing to address it. The phenomenological study design was used and data was collected using interviews, focus group discussion, observation, photography and documentary analyses. The study involved dual sampling of the schools and then respondents. Three schools were purposively selected. Other potential schools were identified using snowball and three of them selected through stratified random sampling. Respondents included head teachers, teachers, and students in six secondary schools of Kampala. The qualitative data was analyzed following Colaizzi's seven step phenomenological procedures. Findings are presented analyzed, discussed and recommendations given in line with the study objectives. It was revealed that, PA could be a motivation for students to understand the need for their being disciplined. Furthermore PA were found to affect students' academic achievement, growth and development yet they are the weakest subjects on the secondary school curriculum. The study further revealed that music can be used to address students' stress and pressure and that PA could be used to affect students' interpersonal skills. Therefore it is recommended that the secondary school PA curriculum could include issues dealing with discipline, teacher trainees be offered orientation in discipline management and all secondary schools need to include PA in their programs among other measures recommended.
Performance management of headteachers in the universal primary education programme in mukono district
(Kyambogo University [unpublished work], 2010-01) Kalyango, Harriet
This study examined performance management and management strategies or headteachers in universal primary education schools in mukono district. The study was guided by four objectives namely: (i) to determine common management strategies employed by Headteachers. (ii) to examine the effect of universal primary education on management or head teachers. (iii) to identity the environmental factors that affect school management and (iv) to determine management contributions of' headteachers to UPE schools. The study utilized a cross-sectional survey design to collect data. It was conducted in four counties of Mukono District and these were: Mukono Town council, Nakifuma County, Buikwe County, and Buvuma County. Out of 415 schools in the district, five primary schools from each county were randomly selected (N =20) the samples from the schools were 144 respondents Comprising or twenty Headteachers, four inspectors, 100 teachers and 20 community members. Purposive and random sampling were employed accordingly to select respondents. A composite of' questionnaire and interview guides were used as instruments for data collection. The major findings included (i) Headteachers tended to perceive the use of nomothetic and autocratic strategies as dominant among headteachers while majority of teachers tended to agree that head teachers use transactional strategies (ii) UPE Programme has tended to have an effect on Headteachers’ management in general management most, least on finance, (iii) Headteachers' management has contributed more on managing teachers and least on managing finance, and (iv)the major environmental factors that affect school management include: Lack of and use of funds. Negative attitudes. Political interference. Lack of motivation, transparency, overcrowding, corruption and lack of supervision. The major conclusions from the study were that the most preferred management strategies by headteachers include nomothetic and autocratic strategies while teachers prefer democratic to idiographic and charismatic strategies or school management. The effect of UPE policy on school management has been positive and negative, the greatest being on school management and its operations such as supervision of teaching staff and control of school finances and promoting infrastructure development such as building classrooms and purchase of classroom desks. The management effectiveness or headteachers has been negatively affected in universal primary education policy as manifested in poor academic performance of pupils and decline in discipline of teachers. The least effect has been on failure to control finance which has affected the general performance of headteachers in managing UPE schools.
An evaluation of the influence of remuneration, job security and employee involvement on employee turnover in parastatal organisations in uganda: a case of civil aviation authority
(Kyambogo University [unpublished work], 2013-12) Kayondo, William
This study evaluated the influence of Remuneration, Job security and Employee involvement on Employee Turnover in Parastatal organizations in Uganda: a Case of Civil Aviation Authority Uganda. Specifically the study objectives were to: investigate the contribution of remuneration given to staff by Civil Aviation Authority on employee turnover, examine the effect of job security on employee turnover and assess the influence of employee involvement on employee turnover in Civil Aviation Authority. The findings revealed that remuneration, job security and employee involvement were insufficient in Civil Aviation Authority while employee turnover was high. It was revealed that an increase in remuneration, job security and employee involvement would significantly reduce employee turnover. On the basis of the findings the researcher recommends that Civil Aviation Authority improves remuneration such as salaries and fringe benefits. It was also recommended that employees' jobs should be guaranteed so as to attract them to stay stable in service. Lastly it is recommended that Civil Aviation Authority management uses a participatory management approach because employee involvement in decision making particularly on issues affecting their jobs boosts their morale and thus commitment to their duties.
Gender mainstreaming and participation of women in governance: a case of nebbi district local government
(Kyambogo University [unpublished work], 2015-11) Odongtho, Irene Freda
This study analysed women’s participation in governance in Nebbi District alter the introduction of Gender Mainstreaming Policy. Effective women’s participation in governance in Nebbi District Local government has remained low in spite of this policy. Data was collected from 112 Respondents, who are district Leaders, Gender staff members, Councillors, key in formants, and members or some women groups, using questionnaires, interview guides and focus group discussion guides to come up with this report. The results from questionnaires, interviews, focus group discussions and desk review showed that Institutional Factors, Capacity Building and Gender Responsive Budgeting affect women's participation in governance in Nebbi District Local Government. Analysis of qualitative and quantitative data collected showed that the failure of Gender Mainstreaming to address these factors has rendered the reforms ineffective in addressing women's participation in governance in the District. The results indicate that women's participation in governance in Nebbi District is still let down by factors such as lack of sufficient organizational commitment to the vision of gender equality and women's rights, failure of the District to ensure strengthening women's ability to meet their practical needs strategically, and to allocate resources accordingly. The study results suggest that if women's strategic gender interests were met, women would be able to meet their own practical gender needs. The study shows that areas such as institutional factors, capacity building and gender responsive budgeting are central and key to the strategic positioning of women and ignoring them translates into a superficial implementation of the Gender Mainstreaming Policy and leaves women still largely unable to participate effectively in governance. The study recommends policies that support more women in governance and tackling female education challenge to encourage more girls to go to school, among others.
Strategies for the attraction and retention of teachers in hard-to-reach secondary schools: a case study of kalangala district, Uganda
(Kyambogo University [unpublished work], 2013-09) Kayizzi, Peter Lwanga
The study sought-to establish the most effective strategies that could be put in place to attract as well as retain secondary school teachers to work in the remote and hard-to-reach District of Kalangala, Uganda vis-a-vis the Maslow's hierarchical theory of needs, neoclassic wage theory and the valence theory. The study aimed at establishing first the extent to which the existing strategies had solved the problem and proposing strategies for secondary school teacher attraction and retention that could serve alongside the existing strategies. The researcher used a case study design and methodological triangulation integrating some descriptive statistics in gathering, presentation, tabulating and analyzing data. The study was conducted in the three (03) secondary schools which were the only secondary schools in the whole of Kalangala District. The teachers who participated in the study were selected by convenience sampling strategy because they were the few who were available to the researcher. The findings herein reveal that strategies, such as payment of the hard-to-reach allowances were recognised by the participants of the study but they did not commensurate with the high cost of living associated with Kalangala, thereby not fulfilling the principle of the valence theory. The study concluded that there was a need to devise other non financial attraction and retention strategies alongside the financial motivators, such as provision of decent accommodation facilities for the secondary school teachers in order to motivate them to stay for a longer period. The study recommends prompt and consistency in paying the hard-to-reach allowances, construction of decent accommodation facilities, recruiting teachers found already serving in schools and sensitisation of the Kalangala community on education among others.
Assessment on the implementation of continuous assessment policy in lower primary classes in Soroti district, Uganda
(Kyambogo University [unpublished work], 2015-12) Ilenyot, Jennifer
The study set out to assess the implementation of Continuous Assessment (CA) Policy in Lower Primary Classes in Kamuda Sub-county, Soroti district. The study aimed to: 1. identify Continuous Assessment Policy positions, 2. examine the extent to which components of the Continuous Assessment Policy were being implemented; 3. establish factors that influence the implementation of Continuous Assessment in lower primary classes and accordingly suggested strategies that would help improve the implementation of Continuous Assessment policy. The study took on a descriptive research design, where both qualitative and quantitative approaches were employed in the data collection process, presentation, analysis and discussion of findings. Data was collected from 14 Government aided primary schools, with a total sample space of 60 respondents who were all selected purposively. These were subjected to closed ended questionnaires. The study also interviewed the District Education Officer (DEO), Centre Coordinating tutor, head teachers of respective sampled schools, and their Head of Infants. The findings of the study revealed that Continuous Assessment Policy Position was very clear, with a good vision but the implementation \•Vas still a challenge. This position was held by respondents across the spectrum from the DEO down to classroom teachers with supporting statistics hitting highs of beyond 90% for most groups of respondents. The findings further show that there were still gaps in keeping records of Continuous Assessment. The study findings also indicate that Continuous Assessment though implemented in lower primary classes was not done objectively. This was supported by 62% of the respondents from the category of the DEO, CCT and World Vision Coordinators responses, 72% of the head teachers and 75% of the teachers. Also an average of 50% of the respondents of the DEO, CCT and World Vision Coordinators responses, 56 % of the head teachers and 54 % of the teachers agreed that the identified factors influence the implementation of Continuous Assessment policy in lower classes in primary schools. Meanwhile on the different factors influence the implementation of Continuous Assessment policy in lower primary classes in Kamuda Sub-county, inadequate school facilities, low teachers' motivation, came out as the leading factors; and these factors formed the basis for the suggestion of strategies to improve on the implementation of Continuous Assessment in lower primary classes in Kamuda Sub County. The research concluded that a bottom-up approach starting with teachers and parents were needed to streamline implementation of Continuous Assessment. The study recommends that government of Uganda through the concerned ministry should invest more in the Continuous Assessment implementation process. Through the Ministry of Education, Science, Technology, and Sports should plan for more resources and Professional Development workshops and seminars in order to make teachers perform their duties efficiently and effectively.
School welfare and teacher performance in government aided secondary schools in mukono district, Uganda
(Kyambogo University [unpublished work], 2014-12) Okwenje, Vincent
The topic of the study was school welfare and teacher performance in government secondary schools in Mukono District. The study objectives were: To assess the level of school welfare, assess the level of teachers' work performance and to establish whether there is a significant relationship between school welfare and teachers work performance. The study was both quantitative and qualitative. The researcher used a descriptive cross sectional survey study design for objective one and objective two of the study. A correlation design was used for objective three of the study. A descriptive analysis was applied using frequencies, percentages and means. Also, Pearson Correlation Analysis was used to determine the relationship between variables. From the study it was found out that school welfare as assessed by the teachers was low (Grand mean = 2.23, std = 1.004), teachers' work performance was assessed as low and the following teacher performance gaps were identified; teachers' failure to scheme, lesson plan, beat the set deadlines, absenteeism, unwillingness to take on extra duties and failure to carry out students' assessment as required. There was a weak linear significant direct relationship between school welfare and teachers' work performance (r = 0.194, p = 0.005). The researcher concluded that school welfare was low and it was significantly related to teachers work performance. The researcher made the following recommendations: The school administrators and school management committees to pay attention to school welfare. Administrators and management committees should ensure that there is value for money. Administrators should conduct regular appraisals of teachers. To the policy makers at ministry level, there is need to review the policies governing school welfare.
School culture and students' academic satisfaction in private secondary schools in makindye division Kampala district
(Kyambogo University [unpublished work], 2023-09) Kato, Richard
The investigation was conducted in Makindye Division, Kampala District, specifically in private secondary schools. The purpose of the study was to explore the relationship between school culture and student academic satisfaction. The study had three objectives: to explore the association between parental involvement, learning environment, and teacher commitment, and students' academic satisfaction. A correlation design was used since this was a relational study. Data was collected from a questionnaire (N=280) and used as the primary data source. The findings revealed that there was a moderately significant and very positive relationship (r=0.816, p=0.05) between parental involvement and student academic satisfaction. Similarly, a strong positive relationship existed between the learning environment and student academic satisfaction (p = 0.516, p < 0.01), while a similar significant positive relationship was observed between the learning environment and student academic satisfaction (p = 0.513, p < 0.01). The study further revealed that there was a strong positive and significant relationship (p = 0.413, p < 0.01) between teacher commitment and student academic satisfaction. The research showed that parental involvement, learning environment, and teacher commitment had a positive correlation with student satisfaction. Specifically, parental involvement accounted for 62.3% of the variation in student satisfaction, with each one-unit increase resulting in a 0.771-unit increase in satisfaction. The learning environment explained 30.8% of the variation in student satisfaction, with every one-unit increase leading to a 0.568-unit increase in satisfaction. The commitment of teachers explained 41.5% of the variation in student satisfaction, with every one-unit increase resulting in a 0.463-unit increase in satisfaction. The regression models were significant, indicating that the relationship between these factors and student satisfaction is not by chance. Private secondary schools in Makindye Division should encourage regular parental involvement in their children's education through communication channels and workshops. The schools should invest in a supportive and conducive learning environment for students by providing adequate learning resources and extracurricular programs. Additionally, they should prioritize recruiting and retaining committed and qualified teachers by offering attractive compensation and benefits packages, providing regular training and professional development opportunities, and encouraging teacher feedback to students and parents. Finally, future research should focus on the contribution of the classroom environment, socio-economic and socio-demographic factors to student academic satisfaction, and the association between teacher attitudes and student academic satisfaction.
Information and communication technology management and its pedagogical use in selected secondary schools in Nakawa division, Kampala district
(Kyambogo University [unpublished work], 2015-11) Nakaggwa, Prosscovia-Ssempijja
The study investigated information and communication technology management and its pedagogical use in selected secondary schools in Nakawa division, this study was guided by the following objectives; To establish how teachers' knowledge of ICT affect the frequency in pedagogical use of ICT in secondary schools, To establish the different pedagogical practices ICT teachers are currently using in secondary schools, To establish how teachers' access to ICT resources affects their pedagogical use of ICT in secondary schools and To establish strategies of improving ICT management and the Teachers' pedagogical use of ICT. In this study, a cross-sectional survey research design was adopted where both qualitative and quantitative research approaches were used. The target groups were secondary school teachers and Head teachers. Stratified random sampling technique was used to select samples that were drawn independently and randomly from the stratum of secondary schools in Nakawa Division, Kampala District. Proportionate stratified random sampling technique was used to select 130 respondents from selected secondary schools in Nakawa Division, Kampala District. The findings showed that the teachers of the schools had the ability of using word processing for classroom purposes, were well versed with spreadsheet for class room purposes, had ability of conducting lessons using power point for presentations, could design instructional materials using publisher, had the ability of exchanging academic messages using ICT, had sufficient ICT skill, teachers could use ICT for student's assessments, teachers did not have the ability to assemble ICT components for classroom purposes, teachers could prepare lessons using ICTs, teachers never had access to ICTs laboratory, teachers had access to ICTs in the staffroom, teachers never had access to ICTs in classroom, most teachers did not have access to personal digital assistants, teachers did not have access to ICT devices in their homes, schools were building ICT infrastructure, recruiting trained ICT teachers, recruiting ICT laboratory school technicians, frequently servicing of ICT devices and maintaining of ICT physical infrastructure. The researcher recommends the following; The schools should build and equip all the ICT laboratories in their schools so that teachers can teach their students, Most teachers were found to be with basic knowledge of ICTs, therefore, schools should help their teachers acquire other knowledge in ICTs such as Adobe, SPSS, Quick books among other soft wares. The schools should also increase on the numbers of computers in their laboratories. This study was conducted in selected secondary schools and had a limited scope, although carried out systematically; Other studies should be done on it either in the same schools or in different schools in order to test the relevance of the research questions, The study was centred on ICT management and teachers' pedagogical use of ICT in selected private schools in Nakawa division Kampala district and The researchers' findings revealed that most schools much as they were teaching ICT, they did not have laboratories and therefore, an investigation into the impact of ICT on improvement of teachers' use of ICT.
Motivation and teacher effectiveness in universal secondary education schools: a case study of zombo district, Uganda.
(Kyambogo University [unpublished work], 2014-12) Odongkara, Alphonce
The study sought to investigate the effect of motivation on teacher effectiveness in Universal Secondary Education schools in Zombo District. The objectives were to; examine the effect of staff development on teacher effectiveness, establish the effect of instructional resource provision on teacher effectiveness, as well as establish the effect of interpersonal relationship on teacher effectiveness. A cross sectional research design was used where both qualitative and quantitative approaches were adopted to collect and analyze data using Pearson correlation co-efficiency. The researcher used the questionnaire, interview guides and observation check list to collect data from students teachers, head teachers, HODs, Deputy Head teachers and the DEO. The study found that sixty one percent of respondents agreed that staff development in schools was done through aspects like assessment of teacher training, upgrading and workshops or seminars. Sixty five percent of respondents agreed that there was provision of instructional resources to teachers where textbooks, teaching/learning aids, and instructional time were properly assessed. Finally, seventy three percent response that interpersonal relationships were in form of effective communication, collective planning, team work and having productive regular meetings. The P-value of 0.799 was used by the researcher to conclude that there was a positive relationship between motivation and teacher effectiveness. The researcher recommends that government provides more and enough textbooks to schools. That school administrators to be considerate and flexible with teachers so as to access trainings, seminars, workshops for building the capacity of teachers, and that teachers should be encouraged to follow the vision and mission of the schools and that both government and school authorities should ensure conducive learning environment and enough building facilities, increase teachers' salaries/remunerations.
School based factors and learner retention in rwamwanja refugee settlement primary schools in kamwenge district, Uganda
(Kyambogo University [unpublished work], 2023-10) Mushabe, Sylvanus
This study examined school-based factors that influenced learners' retention in Rwamwanja refugee settlement primary schools in Kamwenge district. The study objectives were to; examine the relationship between teacher behaviour and learner retention, analyse the relationship between learning environment and learner retention, assess the relationship between the physical environment of the school and retention of learners and establish the views of pupils on school factors that affect learner retention in primary schools in Rwamwanja Refugee settlement. Using across-sectional survey, data was collected from 105 teachers and 48 school pupil prefects using a structured questionnaire and focus group discussion guide. Data was analysed using descriptive statistics, Pearson correlation, regression and content analysis. With regard to teacher behavior and learner retention, the relationship was not significant (r = 18, P>0.0J), so teachers didn't teach and relate with learner in a way that motivated them to stay in school. It was revealed that though a positive, moderate and significant relationship (r =19, P<0.01) existed between learning environment and learner retention, it did not positively predict learner retention. The learning resources and physical classrooms in the schools were not good enough to attract learners to complete their education. It was further found out that a positive and significant relationship existed between the physical environment of the school (=287, P
Institutional culture and academic performance of government aided primary schools in Bbaale County, Kayunga district
(Kyambogo University [unpublished work], 2023-06) Mukoda, Edith
The study explored the influence of institutional culture on academic performance of the schools aided by the government in Bbaale County, Kayunga District. The study aimed at; assessing the influence of teacher professionalism on academic performance, exploring the influence of teacher collaboration on academic performance and investigating the impact of teacher involvement on academic performance of the government aided primary schools. A cross sectional survey research design was adopted on a sample of 74 head teachers, 10 directors of studies and 2 inspectors of schools. The data were collected using a self-administered questionnaire, an interview guide and documentary review guide. Data collected was then analyzed using quantitative and qualitative methods. Quantitative data collected using the self-administered questionnaire was then entered into Statistical Package for Social Scientists (SPSS 24.0) from where it was analyzed at univariate, bivariate and multivariate levels. Qualitative data was collected using a pretested interview guide and the data was later analyzed using content analysis. The study found out that the three institutional culture elements namely; teacher professionalism, teacher collaboration and teacher involvement had no influence on academic performance. This implied that these being standard professional components of teaching, they may be lacking other supporting factors in order to influence academic performance. It was therefore concluded that teacher professionalism and academic performance to a greater extent didn't impact on academic performance, teacher collaboration does not significantly support academic performance and teacher involvement is not a dominant factor for academic performance in the government aided primary schools. Therefore, the study recommends that teachers should integrate professionalism with academic performance of schools, collaboration should be practiced in a way that enhance teacher contribution to academic performance of schools and teacher involvement in managerial activities should focus more on the learning aspect in the schools which is the core function.
Management and implementation of the ICT curriculum in government aided high schools in Nakasongola district, Uganda
(Kyambogo University [unpublished work], 2016-11) Mutabazi, Abraham Lincoln
This study investigated the management and implementation of the ICT curriculum in government aided high schools in Nakasongola district. Quantitative and qualitative research methods were used as guided by the exploratory survey research design. The total number of respondents sampled was 144, which composed of 120 ICT students, 6 head teachers, 6 deputy head teachers, 6 Directors of studies, and 6 ICT teachers. They were selected using purposive and simple random sampling techniques. Instruments used in data collection were questionnaires, interview guide and document review. Regression analysis and ANOVA were used to test the relationship between Management and the implementation of the ICT curriculum in the selected high schools. Quantitative data was presented in tables using frequencies and percentages whereas content analysis was used for qualitative data. The findings indicated that most of the schools had inadequate ICT equipment like computers, computer rooms/ library and internet connectivity which affected ICT implementation in schools. Secondly, the schools lacked trained and professional ICT teachers and there was inadequate administrative support towards the ICT curriculum implementation in the high schools. The study recommended that the Ministry of Education and Sports plans for provision of better school ICT facilities to all schools; step up awareness on ICT implementation through training and recruiting more ICT teachers to handle the subject and allocate an adequate budget to the schools to specifically cater for the ICT curriculum implementation.
Fuancing of private secondary schools and its influence on academic performance in mukono municipality, Uganda
(Kyambogo University [unpublished work], 2015-12) Ddumba, Ponsiano
The purpose of the study was to examine the impact of school finances on students' academic performance in private secondary schools in Mukono Municipality. This was guided by the following objectives: to assess the consistency in the sources of school finances; to examine the utilisation of school finances, and to determine the relationship between school finances and students' academic performance in the same schools in the municipality. The related literature was reviewed under themes compatible with the research objectives above. The study adopted a cross sectional research design based on quantitative and qualitative research approaches. The target population from which the study sample was selected totalled to 1,782 people. These included: school administrators i.e. head teachers and Directors of Studies; Teachers, and Senior 4 Students from 10 of the 47 private secondary schools found in Mukono Municipality. These population categories were used as sampling frames from which a sample population of 346 respondents were selected using purposive and stratified random sampling strategies. The questionnaire survey and interview methods were used for collection of data, which was presented, analyzed and interpreted quantitatively using methods involving descriptive and inferential statistics, and qualitatively through the interpretive analysis. The main study findings include the following: only Yi of the private secondary in Mukono Municipality have consistent sources from which they raise school finances sufficient for student education needs. School finances are properly used to fund basic student education services such as; school infrastructure, learning aids and the teacher depending on individual schools. The finances are rightly used for infrastructural development and provision of learning aids in most (60%) of the schools compared to teacher facilitation which is only enough in 40% of the schools in the Municipality. The sufficiency of these resources depends on school financial discipline, whereby in schools where school finances are underutilised or misused, such learning resources are equally insufficient. School finances and student academic performance in private secondary schools in the Municipality are significantly related; students in schools that have enough and make the right use of the school financial resources comparably perform well in both arts and science subjects, and vice versa. It was concluded that the more the sources of school finance are consistent and the finances are appropriately utilised to develop the school infrastructure, provide enough learning aids and sufficiently facilitate the teacher, the more such learning resources enhance student performance in both arts and science subjects. The study therefore recommends that private secondary schools, besides their internal initiatives, should be assisted by government and other stakeholders to mobilise enough and make use of financial resources based on best practice in the interest of balanced and better student performance in arts and science subjects.

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