Masters Degree Dissertations

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Classroom management, constructivist teaching and pupils’ engagement in remedial classes in government aided primary schools in Njeru municipality, Uganda
(Kyambogo University (Unpublished work), 2024-09) Nantale, Faridah Kasirivu
This study examined the influence of classroom management on pupils’ engagement in remedial classes moderated by constructivist teaching in primary schools in Njeru Municipality, Uganda. Specifically, the study sought to establish the influence of classroom management, constructivist teaching on pupils’ engagement and the moderating effect of constructivist teaching on the influence of classroom management on pupils’ engagement in remedial classes. Guided by the quantitative approach, the study applied a correlational research design, collected data using a questionnaire and carried out Descriptive and inferential analyses on a sample of 216 pupils. Results showed that pupils rated teachers’ classroom management, use of constructivist teaching and their own engagement to be high. Inferential analysis indicated that classroom management and constructivist teaching had a positive significant influence on pupils’ engagement in remedial classes. However, classroom management partially moderated the influence of classroom management on pupils’ engagement in remedial classes in primary schools. Hence combining effective classroom management and constructivist teaching is imperative for pupil engagement in remedial classes. It was recommended that teachers should always ensure that effective classroom management go hand in hand with constructivist teaching to promote pupil engagement in remedial classes.
Massification and the quality of teaching in Kyambogo University
(Kyambogo University (Unpublished work), 2024-08) Murungi, Nicholas Peter Kasaija
The focus of this study was on massification of higher education and the quality of teaching in Kyambogo University (KYU). The objectives of the study were: to examine the relationship between massification of higher education and classroom climate in Kyambogo University; establish the relationship between massification of higher education and classroom management in Kyambogo University and assess the relationship between massification of higher education and teachers’ adoption of effective instructional strategies in Kyambogo University. The study mostly used a correlational survey with mixed research approach. The participants comprised of 243 finalist students from different faculties of KYU plus ten staff members from the academic registrars’ department out of the sample size of 377 giving a response rate of 66%. Quantitative data was collected on the study variables from the students using self-administered questionnaires. Qualitative data was collected from the ten staff members from the office of the academic registrar using face to face interviews. Data was analyzed using relative frequencies and descriptive statistics especially the means. Pearson’s linear correlation coefficient was used to relate massification of higher education to the dependent variables, namely, classroom climate, classroom management and teachers’ adoption of good/effective instructional strategies respectively at the bivariate level. However, the regression analysis were finally used to establish the impact of massification on each of the dependent variables, namely classroom climate, classroom management and instructional strategies simultaneously. Findings revealed that massification of higher education had an insignificant relationship with classroom climate and this study therefore concludes that massification of higher education was not a determinant of classroom climate at KYU. Based on this finding, this study therefore recommended that Kyambogo University should not focus on massification of higher education as a predictor of classroom climate. This study established that massification of higher education had a positive significant relationship with classroom management and this study concluded that massification of higher education was a predictor of classroom management in KYU. This study therefore recommends that the management of KYU should attach more emphasis on massification of higher education as a predictor of classroom management. Finally, this study established that massification of higher education had an insignificant relationship with instructional strategies and based on this finding, this study concluded that massification of higher education had very little influence on instructional strategies in KYU.
Rewards and teachers’ performance in government-aided primary schools in Kira municipality, Wakiso district, Uganda
(Kyambogo University (Unpublished work), 2024-10) Balambula, Zakayo
This study examined the relationship between rewards and job performance of teachers in government-aided primary schools in Kira Municipality Wakiso District, Uganda. Specifically, the study examined the relationship between basic pay and job performance, determined the relationship between employee recognition and job performance of teachers, and established the relationship between job security and job performance. The study was underpinned by Herzberg’s Two Factor Theory of 1959. The study adopted cross-sectional research survey design on a sample of 122 respondents that is 105 for the questionnaire and 17 for interviews. Data were collected using a questionnaire and an interview guide. Data were analyzed using quantitative and qualitative methods. Quantitative data analysis was done at univariate, bivariate and multivariate levels. Univariate involved computing descriptive statistics that were frequencies, percentages and means. Bivariate and multivariate analyses included correlation and regression analyses respectively. Qualitative data was done using content analysis. Both the quantitative and qualitative results indicated that basic pay, employee recognition and job security had a positive and significant influence on job performance. It was concluded that basic pay is paramount for job performance of teachers, recognition of teachers is imperative for their job performance, and job security is imperative for job performance of teachers. Therefore, it is recommended that government and others involved in the management of primary schools should devise means of enhancing teachers’ remunerations, should always recognize outstanding teachers, and should provide job security to enhance job performance of primary school teachers.
Improved learning outcomes for refugee and host community children through community participation in Adjumani district, Uganda
(Kyambogo University (Unpublished work), 2024-11) Olima, Martin Mamawi
The study examined community participation for improved learning outcomes of refugee and host community children in the Adjumani district of Northwestern Uganda. The objectives of the study were to analyze; the current state of community involvement in the education processes during emergencies, the proper involvement of the communities in the development and administration of the school, and the capacity of the communities to assume an increased role in the management of school/learning system and environment. The study employed a phenomenological research design and data collection used an interview guide. The findings revealed that the community participation level was failing as a result of inadequate community participation in the prioritizing and planning of education activities, which goes along with community empowerment for managing the education system. Therefore, inadequate community participation emerged as a key gap in harmonizing national and local education action plans, and community monitoring and evaluation processes were not effective. It was highly recommended to: improve all the emergency educational programs to include active community participation or involvement in the designing and planning of the school education programs in the district, effective inclusive community education committees should be guided by legitimate agreement among all important stakeholders regarding their specific duty, responsibilities, and relationships of all the assorted groups; and improve coordination composition at various level to foster the strength of community education committees (CECs) by establishing or strengthening local community based school education outcome coordination unit at the district education office for inclusive community involvement and management.
Parental involvement and the quality of education in government-aided primary schools in Jinja city, Uganda
(Kyambogo University (Unpublished work), 2024-10) Babirye, Christine
This study examined the level of parental involvement and the effect it has on the quality of education in government-aided primary schools in Jinja City. The study objectives were to; establish the extent to which parents’ support for a child’s learning influences the quality of education, examine whether parents’ support for school development influences the quality of education, assess the effect of parents’ participation in the running of the school on the quality of education provided by government-aided primary schools of Jinja City. Using across-sectional survey, data was collected from 76 teachers, 3 head teachers and 7 parents on SMCs using a structured questionnaire and focus group discussion guide. Data was analyzed using descriptive statistics, Pearson correlation, regression and content analysis. With regard to extent to which parents’ support for a child’s learning and how it influences the quality of education, the relationship was not significant (r =-.004, P>0.01) as well as the influence (β =-.108, p> 0.05). for parents were not receiving enough opportunity to understand what they are supposed to do to support their children’s education. It was revealed that a small positive, significant relationship (r =262, P<0.05) existed between parents’ support for school improvement, though the influence (β =-.108, p> 0.05) was not significant. This is due to the fact that parents felt there were limited efforts by schools to get and even listen to their views on how they wanted the schools to be It was further found out that a positive and significant relationship existed between parents’ participation in the running of the school on the quality of education (r=.43, P<0.01) and quality of education and the influence was significant (β =.616, p<0.05). The three parental involvement factors that were explored contributed (β =, p<.05) about 21.8 % to quality education. Generally, this contribution came from participation in the running of the school. Parents did not feel empowered to participate in the education of their children and felt that the primary education was motivated by political agendas and self-interest instead of genuine attempts to improve the lives of the people. Parents gave schools very little support and schools struggled on their own to achieve their intended outcomes. MOES must innovate strategies to allow a high degree of organized representation, accessibility, and openness for all parents in the education of their children and to actively contribute ideas for the common good of primary education. Further research is recommended to examine the awareness of parents on the role in the education of their children.
Service quality and student satisfaction moderated by blended learning environment at Kyambogo university
(Kyambogo University (Unpublished work), 2024-08) Kauta, Grace
This study examined whether service quality and student satisfaction are moderated by a blended learning environment at Kyambogo University. The objectives of this study were; to determine the influence of service quality on student satisfaction, to assess the influence of blended learning environment on student satisfaction, and to examine the moderating effect of blended learning environment on service quality and student satisfaction. This study used a quantitative approach and correlational design, Data were collected using a self-administered questionnaire on a sample of 619 second, and third-year students of Kyambogo University. Data were analysed using descriptive statistics and Partial Least Squares Structural Equation Modelling (PLS-SEM) using SPSS 20 and Smart PLS 4. Descriptive results revealed that students’ satisfaction, service quality, and blended environment were moderate. SEM results revealed that service quality and blended learning environment had a positive and significant influence on student satisfaction. The results further showed that a blended learning environment positively and significantly moderated the association between service quality and student satisfaction. It was concluded that service quality and blended learning environment influence student satisfaction, and blended learning environment moderates the association of service quality and student satisfaction. Thus, it was recommended that the Kyambogo University administration should consider service quality `dimensions when providing services to students. Additionally, the University administration should ensure that SQ and BLE are combined when providing services to students because a blended learning environment moderates the association between service quality and student satisfaction
Institutional support and performance of students in co-curricular sports activities in secondary schools in Makindye east constituency, Makindye division, Uganda
(Kyambogo University (Unpublished work), 2024-06) Businge, Harriet
The study sought to determine the relationship between institutional supports on student performance in co-curricular sports activities in secondary schools in Makindye East constituency. The study's overarching objectives were to ascertain the association between funding and students' performance in co-curricular sports activities, to assess the association between infrastructural facilities and students' performance in co-curricular sports activities, and to ascertain the association between staff involvement and students' performance in the co-curricular sports activities in secondary schools in Makindye East Constituency. Cross-sectional correlational and survey research methods were used in the study. Both a qualitative and a quantitative approach were used in the mixed strategy. 193 respondents provided the data that was gathered. Self-administered research questionnaires were used to collect the study participants' quantitative data, while focus groups and interviewing tools were used to gather the respondents' qualitative data. Standard deviations, means, and frequencies were used in descriptive analysis. To compare the means of the respondents in relation to students' performance in co-curricular sports activities, one-way ANOVA was used to compare the means of the respondents and Pearson's correlation was used to examine the relationship between the study variables and independent sample t-test results. The use of content analysis was used to analyse qualitative data. The study findings showed a statistically significant negative difference in the rating of the students’ performance in co- curricular activities based on gender; and statistically significant based on the variable of age and no statistically significant difference based level of education. The study also found out that there is a statistically significant positive relationship between the variables of, funding; infrastructural facilities; staff involvement and performance of students in co-curricular sports activities. Basing on the finding it was concluded that secondary schools in Makindye East constituency need to improve on the funding, infrastructural facilities and staff involvement so as to improve on students’ performance in co-curricular sports activities; thus achieving students’ holistic development. Among the key study recommendations are the following; schools should enforce performance of students in the co-curricular sports activities through improving infrastructural facilities for co-curricular sports activities. This can be achieved through constantly renovating and managing school infrastructures that support co-curricular sports in the schools.
Working conditions and teacher performance in selected private secondary schools in Namugongo division, Wakiso district, Uganda
(Kyambogo University (Unpublished work), 2024-03) Apolot, Felista
The study focused on examining working conditions and teacher performance in selected private secondary schools in Namugongo division, Uganda The study was guided by three objectives, to analyze the relationship between supervisor supports and teacher’s performance in private secondary schools, to examine the relationship between physical work environments and teacher’s performance in private secondary schools and to assess how performance review feedback relates to teachers’ performance in private secondary schools in Namugongo division Wakiso district Uganda. The study utilized a quantitative approach for data collection, analysis, presentation, and discussion. The research collected views of 138 teachers Findings of the study on relationship between supervisor support and teacher performance revealed correlation coefficient of 0.916 between supervisor support and teacher performance, indicating a strong positive relationship. The study also found a moderate relationship between physical Work Environment and Teacher Performance. Specifically, the correlation coefficient between physical work environment and teacher performance is 0.893, indicating a moderate positive relationship. This suggests that as the physical work environment improves, there is a corresponding improvement in teacher performance. The study found a strong positive relationship between performance review feedback and teacher performance. Specifically, the correlation coefficient between performance review feedback and teacher performance is 0.754, indicating a strong positive relationship. This suggests that as teachers receive more feedback on their performance, there is a corresponding improvement in their performance. The findings have highlighted the significance of supportive relationships between supervisors and teachers, supervisor involvement in teaching programs, good working relationships with head teachers, and regular supervision in enhancing teacher performance. The study also identified advocacy roles by the director of studies and support supervision as important factors that influence teacher job commitment and competence. The study suggests that a supportive work environment and positive relationships with supervisors and head teachers can lead to greater job commitment, higher teacher retention rates, and better teaching outcomes. Schools should encourage supervisors to provide teachers with support, encouragement, and feedback, to foster a sense of ownership and pride in their work, which can lead to better performance outcomes. Schools should encourage supervisors to participate in teaching programs and share their expertise with their staff, to enhance teacher skills and knowledge, and deliver high-quality lessons.
School climate, professional development and effectiveness of teachers in Universal Secondary Education schools in Busiro county, Wakiso district, Uganda
(Kyambogo University (Unpublished work), 2024-10) Ahimbisibwe, Rashid
The study investigated the influence of school climate on the effectiveness of teachers moderated by professional development in universal secondary education schools in Wakiso district, Uganda. Specifically, the study examined the influence of school climate on effectiveness of teachers, assessed the influence of teachers’ professional development on effectiveness of teachers and tested the moderating effect of teacher professional development on the influence of school climate on effectiveness of teachers in universal secondary education schools in Wakiso district, Uganda. School climate was studied in terms of school environment, school safety and school engagements. Professional development was studied in terms of behavioural development, attitudinal development and intellectual development, while teacher effectiveness was studied in terms of effective lesson delivery, subject content expertise, classroom management, relational expertise, professional conduct and self-development. Using the quantitative approach, the study adopted the correlational research design. Data’ were collected from a sample of 210 teachers from 13 universal secondary education schools using a self-administered questionnaire. The data were analysed using descriptive and Partial Least Squares Structural Equation modelling (PL-SEM) using Smart PLS. Descriptive results revealed that teacher effectiveness was high, school climate and professional development were good. Structural equation modelling (SEM) results revealed that professional development had a positive and significant effect on teacher effectiveness, school climate positively and significantly predicted teacher effectiveness, but professional development had a negative significant moderating effect on the influence of school climate on effectiveness of teachers. It was concluded that school climate is imperative for effectiveness of teachers, professional development is paramount for effectiveness of teachers, and the interaction between professional development and school climate is not the most problem requirement for effectiveness of teachers. School administrators such as head teachers should promote conducive school climate in schools, the Ministry of Education and Sports, head teachers and other stakeholders should provide and encourage high professional development opportunities to teachers, and the Ministry of Education and Sports, and head teachers should provide teachers more professional development without giving equal emphasis to school climate.
Institutional factors and directorate of industrial training curriculum fidelity in vocational training centres in Kampala Capital City Authority
(Kyambogo University (Unpublished work), 2024-10) Ochwo, Richard
This quantitative correlational study explored the relationship between institutional factors and curriculum fidelity in vocational training centers within Kampala Capital City Authority. Specifically, the research investigated how instructors' teaching self-efficacy, institutional support, and leadership effectiveness collectively impact curriculum implementation. Data was collected from 108 respondents through self-administered questionnaires and analyzed using descriptive and inferential statistics. The study's findings showed a strong positive correlation between instructors' teaching self-efficacy, institutional support, leadership effectiveness, and curriculum fidelity. Key conclusions include: Instructors' self-efficacy is vital for curriculum fidelity, Institutional support and leadership effectiveness significantly enhances curriculum implementation. Based on these findings, recommendations were made: For the Ministry of Education and Sports and vocational training center principals, the recommendations were to: enhance instructors' self-efficacy through training and development, monitor instruction quality to ensure curriculum adherence, provide support to instructors for effective curriculum implementation. For vocational institutions, the recommendations were to: offer resources to adapt instruction to individual differences, facilitate learning experiences tailored to students' abilities, and promote efficient lesson time utilization. By implementing these strategies, vocational training centers can foster an environment conducive to curriculum fidelity, ultimately enhancing student learning outcomes.
Diversity management and work engagement of academic staff of Kyambogo University, Uganda
(Kyambogo University (Unpublished work), 2024-09) Nanteza, Resty
Work engagement is a pivotal driver of Organizational performance and a crucial determinant of success, as it significantly enhances competitive advantage. This study sought to investigate the influence of diversity management on the work engagement of academic staff at Kyambogo University in Uganda. It was guided by three objectives: the impact of diversity management policies, programs, and climate on work diversity. The study is of great significance to the body of knowledge, management of Kyambogo University, policymakers, and researchers. The study adopted the quantitative approach and the correlational research design to establish the relationship between diversity management and work engagement. Primary data was collected using self-administered questionnaires. A total of 188 academic staff members from Kyambogo University participated in this study. Data was subjected to descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS software. The study findings were presented using graphs, tables, and figures. Findings revealed moderate levels of work engagement, diversity management policies, diversity management programs, and diversity management climate within the university. However, the SEM results yielded more subtle findings, indicating that diversity management policies exerted a positive and significant influence on work engagement, whereas diversity management programs had a positive but non-significant effect, and diversity management climate had a negative but non-significant impact on work engagement. This study concludes that diversity management policies play a vital role in fostering work engagement among academic staff, whereas inadequate diversity management programs contribute minimally to work engagement, and a suboptimal diversity management climate hinders work engagement. The study recommends that universities should develop and implement comprehensive diversity management policies to enhance work engagement. It further recommends that university leaders should design and execute effective diversity management programs to promote work engagement, and also cultivate a climate that values and supports diversity, thereby fostering work engagement among academic staff.
Organisational justice, resilience and psychological well-being of teachers in government-aided secondary schools in Nakawa division, Kampala Capital City Authority, Uganda
(Kyambogo University (Unpublished work), 2024-10) Amutuhaire, Shallon
This study examined the influence of organisational justice, resilience and psychological well-being among teachers in government-aided secondary schools in Nakawa Division, Kampala Capital City Authority in Uganda. The objectives of the study were: to assess the influence of organisational justice on the psychological well-being, examine the influence of organisational resilience on the psychological well-being and determine the role of employee resilience as a moderator on the relationship between organisational justice and psychological wellbeing of teachers in government-aided secondary schools in Nakawa Division. Organisational justice was studied in terms of distributive justice, interpersonal justice, and procedural justice. Resilience was studied in terms of living authentically, maintaining perspective and managing stress, while psychological well-being was studied in terms of feeling of competency, interpersonal fit, perceived recognition, and desire for involvement. Guided by the correlational research design, this study was quantitative and involved a sample of 184 teachers who provided questionnaire data. Smart Pls was used to do partial least squares structural equation modelling (PLS-SEM) and descriptive statistics analysis of the data. Descriptive statistics revealed that teachers' psychological well-being and resilience of teachers were high but organisational justice was low. Structural Equation Modelling revealed that the influence of organisational justice on the psychological well-being of teachers was positive but insignificant. However, employee resilience had a positive and significant influence on psychological well-being. Further, the study revealed that the moderating effect of teacher resilience on the influence of organisational justice on the psychological well-being of teachers was negative and insignificant. It was concluded that interpersonal justice is more important than distributive and procedural justice, resilience is vital for teacher psychological well-being and combining organisational justice and resilience is not a requirement for promoting teacher psychological well-being. Therefore, the study recommends that head teachers should improve on their implementation of procedural and distributive justice in schools, school head teachers should promote resilience among teachers, and head teachers should not emphasize promotion of resilience alone but neglecting organisational justice.
School-based welfare and teacher affective commitment in secondary schools in Kaliro district, Uganda
(Kyambogo University (Unpublished work), 2024-06) Wanzala, Peter
The study sought to investigate the relationship between School-based welfare benefits; (economic, recreational and facilitative welfare benefits) and Teacher Affective Commitment (TAC). The study involved 202 respondents (teachers) from 8 selected secondary schools in Kaliro district, Uganda. Data were collected using Self-Administered Questionnaire (SAQ). Data were analyzed using percentages and means for descriptive analysis. Whilst, Pearson linear correlation analysis was used to establish the relationship between School-based welfare benefits and Teacher Affective Commitment. The results showed that economic welfare benefits substantially and positively related to teacher emotional commitment (r=0.340, ρ=0.000<0.05). While recreational and facilitative welfare benefits were not (r=0.15, ρ=0.062>0.05, r=0.21, ρ=0.706>005) respectively. Therefore, economic welfare benefits is still a significant positive probable prerequisite for teacher affective commitment while both recreational welfare benefits and facilitative welfare benefits are insignificant antecedents of teacher affective commitment in secondary schools in Uganda. School managers and education policymakers should prioritize strengthening economic welfare benefits for teachers through offering competitive allowances, timely incentives and professional development. Additionally, secondary schools should reevaluate and enhance recreational and facilitative welfare benefits for teachers to create a supportive school environment. Regular assessments of welfare programs, collaboration with teachers and further research would also contribute to improving teacher affective commitment in secondary schools.
Strategic planning and quality of instruction : a case of selected public secondary schools in Juba county, South Sudan
(Kyambogo University (Unpublished work), 2024-10) Ring, Garwech Kuol
This research was conducted to assess the relationship between the dependent variable (DV) that include (Strategic Planning Status Quo, SWOT Analysis and Strategic Plan Implementation) and Independent Variable (IV) these include (teachers’ Pedagogical Knowledge and teachers’ Content Knowledge) in selected government high schools in Juba County, South Sudan. The main objective of the study is to investigate any potential connection that existed within strategic plan and quality of Instruction. The researcher used a correlation in his research design method to measure the linkage between school strategic plan and quality of instruction in government high senior schools in Juba. He used a blended research design method in order to collect relevant respondents’ views to investigate certain burning issues and improve people’ social situations. He also used stratified sampling technique in order to place respondents into strata as per the school category (academic and technical schools). He chose a simple random method to select the subjects and applied descriptive statistics to analyze quantitative data, employing Statistical Package for Social Science (SPSS) to facilitate understanding the connection between the two variables. According to the research findings, the association between Strategic Plan (SQSP), Quality of Instruction (QOI) and was due to the following reasons: 1) achievement of organizational goals, objectives and values resulted to positive impact on Quality of Instruction, 2) by encouraging learners and making them feel the ownership of the school strategic plan, and 3) great improvement in the quality of instruction through implementation.
Student accommodation and academic engagement of undergraduate students at Ndejje university, central Uganda
(Kyambogo University (Unpublished work), 2024-10) Birungi, John
The research investigated the relationship between student accommodation and academic engagement of undergraduate students at Ndejje University in Central Uganda. The objectives of the study were to; establish the relationship between the proximity of student accommodation and students’ academic engagement, to find out the relationship between the student accommodation facilities and students’ academic engagement, and to examine the relationship between the quality of student accommodation utilities and students’ academic engagement. The study adopted a cross-sectional survey design. The participants comprised of 120 undergraduate students of Ndejje University which gave a response rate of 60%. The data was collected on the study variables using self-administered questionnaires. Data was analyzed using quantitative methods using relative frequencies and descriptive statistics especially by means. Pearson linear correlation coefficient was used to relate elements of student accommodation and academic engagement of undergraduate students. Regression analysis was used to establish the relationship of each element under student accommodation namely; proximity of student accommodation, student accommodation facilities and the quality of student accommodation utilities with student academic engagement. The findings revealed that the three student accommodation aspects namely; proximity of student accommodation, student accommodation facilities and quality of student accommodation utilities had a positive significant relationship with student academic engagement. This meant that all the three null hypotheses were rejected. Based on these findings, the study therefore established that students residing near the university can attend lectures punctually and consistently due to reduced travel stress, enhancing punctuality, preparedness, and social integration, while also benefiting from easy access to recreational facilities. Student residences’ aesthetic quality enhances their perception of their living environment, boosting motivation and engagement, and promotes a balanced, productive study environment. While reliable safe water supply improves cleanliness, reduces instances waterborne diseases, and fosters a healthy living environment for undergraduate students, enabling them to concentrate on their studies. The study recommends that University administrators and private entrepreneurs should collaborate and provide affordable, modern accommodation to ensure student academic engagement and The Ministry of Education and Sports and the National Council for Higher Education should establish and enforce minimum standards for university accommodation in Uganda.
Funds management and operational performance in Universal Secondary Education schools in Mukono district, Uganda
(Kyambogo University (Unpublished work), 2024-09) Gwom, Robert
Remarkable operational performance in schools is crucial towards achieving excellent educational outcomes and ensuring overall school functioning. The study aimed to establish the influence of funds management on operational performance in Universal Secondary Education Schools in Mukono District, Uganda. It was guided by three objectives: To establish the relationship between budgeting, internal control systems, book-keeping and operational performance in USE schools. A total of 9 schools were selected and data was collected from them. The study adopted the quantitative approach and the correlational cross-sectional design was employed. Data was collected from Head Teachers, Directors of Studies, Bursars and Teachers comprising 132 participants using self-close-ended questionnaires. Data analysis was done using descriptive statistics, Pearson correlation and linear regression. The key findings indicate that two aspects of funds management namely; Budgeting (β = 0 .185, p = 0.046 < 0.05) and book-keeping (β = 252, p = 0.000 < 0.04) had a positive and significant association with operational performance in USE schools. However, internal control systems (β = 0 .153, p = 0.130 > 0.05) had a positive but insignificant relationship with operational performance. The research concluded that budgeting was paramount in boosting operational performance, low internal control systems impeded operational performance and book-keeping was important in supporting operational performance in schools. Therefore, the study recommended that Head teachers should adhere to participatory budgeting by involving user departments to improve accountability, conform to funds allocation guidelines issued by the Ministry of Education to improve delivery of priority needs and ensure that proper records of cash flow are maintained to ascertain financial position at every point in time. The Ministry of Education should increase staffing in schools to support delineation of roles to improve check and balances in operations. The Ministry of Education should also deploy Procurement Officers in schools to support realization of value for money in procurement functions.
Financial management practices and performance of secondary schools in Arua district, Uganda
(Kyambogo University (Unpublished work), 2023-10) Edema, Sprenister Bacia
The performance of secondary schools plays an important role in the quality of education provided in the secondary schools in Uganda. Although the ministry of education and sports had implemented initiatives, to enable secondary schools manage their resources to achieve educational objectives, schools in Arua district still had challenges with effectively utilizing their financial resources to achieve national and institutional educational objectives. The study examined the relationship between financial management practices and the performance of secondary schools of Arua District, to provide a basis for relevant interventions. Using a cross-sectional survey, data was collected from 62 respondents who included 8 school bursars, 7 head teachers, 40 heads of departments and 5 members of school boards of governors by the help of a structured questionnaire and interview guides. Data was analyzed by use of Statistical Package for Social Scientists (SPSS), multi-regression and content analysis. The findings of the study revealed that: financial planning was not significantly related (r = .22, p > 0.01) to the performance of secondary schools, meaning that the level at which it is done is not enough to affect the performance of these institutions. Financial control was significantly related (r = .16, p < 0.05) to performance of secondary schools, though its effect was not significant (β = .03, p> 0.05). Financial reporting was significantly related to performance of secondary schools (r = 32, p < 0.01) and had a positive effect (β = .236, p < 0.05) on the performance of secondary schools. Overall financial management practices had a 9.8% (r2 = .098) positive effect on the performance of secondary schools. Therefore, Ministry of Education and Sports should strive to implement the Uganda public finance management guidelines in Secondary schools. The Board of Governors in secondary schools should be empowered to monitor and influence the financial management practices of secondary schools towards better school performance. Further research is recommended to examine mechanisms and structures that can help Stakeholders in secondary schools take an active role in monitoring and influencing the financial management of secondary schools, implement better work environments in Secondary schools in Uganda.
Quality assurance practices that enhance employability of students from public universities in Uganda
(Kyambogo University(Unpublished work), 2024-11) Twesigye, Agnes Tagulwa Elvaida
An investigation was conducted on Quality Assurance Practices (QAPs) that enhance employability of students from public universities in Uganda. Kyambogo University was a case institution. Employability of students was investigated with emphasis on Curriculum Review, Industrial Training, and Career Services as Quality Assurance Practices that inform quality assurance structures in developing professional and lifelong learning. The objectives of this study were to: evaluate students’ and employers’ perceptions of employability; determine the relationship between curriculum review and employability of students; examine the relationship between industrial training and employability of students; and to analyse the relationship between career services and employability of students. The study used explanatory mixed methodology. Quantitative data was collected using a self-administered questionnaire. Qualitative data was collected using in-depth interview guides. Quantitative data was analysed using descriptive statistics while qualitative data was analysed using thematic analysis. Quantitatively, the study established that: there was a significant difference in the perception of employability between employers and students; while curriculum review, industrial training and career services had a strong positive statistically significant correlation with employability of students. Qualitatively, the study established that: employers expect students to have theoretical knowledge and competences from their degrees but also require them to demonstrate a range of broader personal and interpersonal skills. The following recommendations that could help to improve employability of students were made: A collaborative curriculum review should be emphasized by engaging key stakeholders of university education to promote relevance and lifelong learning. Universities should collaborate and develop partnerships with industry to resolve the problems of industrial placements for students and career services provision. Also, the Government of Uganda should develop a well-structured legal framework that will enable all key stakeholders of university education to work in collaborative partnerships to deliver high quality education in terms of training and research for sustainable economic and social development.
Parents' and teachers' perception of the Universal Secondary Education policy implementation in Mukono and Kayunga districts in Uganda
(Kyambogo University(Unpublished work), 2011-12) Ssentongo, James
This study was set out to investigate Parents' and Teachers' perception of Universal Secondary Education (USE) policy implementation in Uganda since this is a new innovation in the education sector whose implementation brought mixed feelings among the key stakeholders (Parents and Teachers). The study was set out to: find out the benefits of USE to both Parents and Teachers; establish whether Parents and Teachers significantly differ in the way they perceive USE policy implementation; find out whether personal variables of Parents and Teachers such as age, sex and others significantly influence their perception of USE policy implementation; find out whether teachers in government and private schools significantly differ in the way they perceive USE policy implementation; and establish Parents' and Teachers' views on how USE policy implementation could be improved. The study carried was out in Mukono and Kayunga Districts which involved the use of a descriptive survey design with both quantitative and qualitative approaches. Data was collected from 471 respondents of which 93 were parents, 65 teachers of USE government schools, 75 teachers of USE private secondary schools, 70 teachers of Non - USE government secondary schools, 90 teachers of non - USE private secondary schools and 78 key informats using a structured self – administered questionnaire and an interview guide for key informats. The Data collected from hypothesis one and five were analysed using frequencies and percentages as it was from open-ended questions, while that from hypothesis two, three and four were analysed using Analysis of Variance (ANOV A) to determine the level of significance of personal variables versus parents' and teachers, perception of USE. The findings of the study indicated that both parents and teachers have benefited significantly from USE implementation though differently. They also revealed that parents and teachers significantly differ in their perception of USE implementation. They indicated that all personal variables of parents and teachers significantly influence their perception of USE implementation, although some variables have more influence than others. On the other hand, teachers of government and private schools differ in their perception of USE policy implementation. Lastly, the research findings revealed that there were a few differences between Parents' and Teachers' suggestions of how USE implementation could be improved. From the findings of the study, the researcher concluded that; 1. Both parents and teachers have significantly benefited from USE implementation. 2. Parents and teachers do significantly differ in their perception of USE implementation. 3. All personal variables significantly influence the parents' and teachers' perception of USE although some variables such as education level and number of dependants have more significant influence on the parents' and teachers' perception of USE implementation than the rest. 4. Teachers in government and private schools do significantly differ in their perception of USE, but those in government and private USE schools, and those in government and private non-USE schools had no significant perception differences. 5. Both Parents and Teachers have similar suggestions for improving USE policy implementation which can lead to the successful implementation of the policy. Based on the findings, the researcher recommended that: there should be massive sensitisation of all stakeholders to enable them play their roles adequately; there should be rational increment of teachers' salaries and promptness in payment; there should be adequate and timely release of USE funds, with annual increment in subscription per student to cater for inflation; strengthening the inspection and monitoring of USE school and funds; providing enough infrastructure and instructional resources to match with the increased enrollment; recruitment of more teachers to reduce the student-teacher ratio; and introduction of USE at A-level as well as modifying the secondary school curriculum to impart more technical skills to students for self-reliance. The researcher recommended the following areas for further research: The impact of USE on teachers' commitment and job satisfaction in government aided USE schools; The contribution of Parents' and Teachers' Associations (P.T.A) and Board of Governors (B.O.G) in the implementation of USE policy; Evaluation of USE policy implementation; and The effect of UPE and USE on the quality of education in Uganda.
Empowerment and performance of head teachers in private secondary schools in Nakawa urban council- Kampala capital city authority
(Kyambogo University (Unpublished work), 2016-09) Nsubuga, David James
This study examined the influence of empowerment on the performance of Head Teachers in Private Secondary Schools in Nakawa Urban Council, Kampala Capital City Authority. The study specifically explored the effect of autonomy, knowledge of the school and resources on Head Teacher performance. The findings revealed that a positive relationship existed between empowerment and Head Teacher performance. Head teacher's empowerment is an indispensable ingredient in the process of building successful private secondary schools. Head Teachers are empowered, when given autonomy to manage schools, have adequate knowledge on all aspects of the institutions they manage and the required resources. School owners do not give sufficient autonomy to Head Teachers due to lack of trust and collaboration. This led to low involvement of Head Teachers in making decisions on financial matters and human resources management. Head teachers were also not fully involved in formulating school vision, mission and strategic plans, and subsequently there was no ownership and shared understanding of the developed missions and plans. Failure by school heads to buy into the plans lead to poor implementation of the school programs and hence, poor performance. Most owners of private secondary schools in Nakawa Urban Council still believe in the outdated traditional institutional management approach that only school owners are competent enough to make decisions and for the Head Teachers to carry out. School owners were also not aware of the fact that shared leadership and teamwork can help institutions flourish and be more effective. On the basis of the findings, it was recommended that, there is need for sensitisation workshops to help school owners know the role of empowerment in the performance of Head Teachers. A standard policy on empowerment of Head Teachers by school owners in private schools should be written by the Ministry of Education and enforced in schools. There is need to help Head Teachers in their management training to know how they can build trust from stakeholders of schools. Short management courses for Head Teachers and owners of schools are needed on how to build teams that are effective. It would be interesting to find out if Head Teachers with more experience feel more empowered than new Head Teachers.

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