Masters Degree Dissertations

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Financial management practices and performance of secondary schools in Arua district, Uganda
(Kyambogo University (Unpubliahesd 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.
Stakeholder participation in policy implementation and girls’ performance in Universal Primary Education schools : a case study of Katale Busawula church of Uganda primary School
(Kyambogo University (Unpublished work), 2017-11) Tusaba, G. Tracy
Since the implementation of the Universal Primary Education (UPE) in 1997, there has been an increase in the enrolment in UPE schools but with less improvement in the performance of the girl child (MoES, 1998a). Therefore the study looks at the influence of stakeholder participation in policy implementation and performance of girls in a selected primary school under the UPE program. Specifically looking at the influence of parents' support in schools ' co-curricular activities on the performance of girl child in UPE schools, the effect of the clergy's involvement in school meetings on the performance of girl child in UPE schools and the influence of teachers' commitment on the performance of girl child in UPE schools. The study adopted both qualitative and quantitative research methods in data collection, analysis and presentation. Qualitative research methods were used in reviewing literature gathered from journals, the Ministry of Education and Sports Uganda and internet source. On the other hand, quantitative research methods involved the use of survey questionnaires in collecting data. Further quantitative data analysis methods were used that included descriptive statistics such as frequencies, percentages, mean and correlation methods. The study sample included 80 respondents consisting of the teachers, parents, PTA members, clergies and pupils in Busawulwa Church of Uganda Primary School located in Nsangi Division, Wakiso District. The 80 respondents were determined based on Morgan and Krejcie (1970) sampling table. Findings revealed that there is a significant positive relationship between stakeholder participation in policy implementation and performance of girl child (r =.894, p<.OOO 1). This means that when stakeholders participated in policy formulation, the higher the chances of girls’ improvement in performance. Therefore schools should consider organizing sensitization workshops for all stakeholders and need for key stakeholders to raise voices to district authorities to formulate policy within the UPE programs that punish parents that deny girls fundamental right of education.
Headteachers' leadership styles and teacher performance in secondary schools in Buikwe district
(Kyambogo University (Unpublished work), 2018-11) Muro, Denis Nelson
The purpose of this study was to examine the relationship between Head teachers' leadership styles and Teachers' performance in secondary schools in Buikwe district. Three research objectives were formulated to guide the study which was; to establish the different leadership styles used by head teachers, the nature of teachers' performance, investigate the impact of Leadership styles on teachers' performance. The study employed descriptive cross-sectional survey research design to collect quantitative and qualitative data. The study targeted 12 head teachers, 120 teachers and 240 students. Purposive sampling technique was used to get 12 head teachers, 240 students and simple random sampling was used to select 120 teachers. Three instruments were used to collect data for the study. Descriptive statistics were used to establish head teachers' leadership styles and the nature of teachers' performance. Regression analysis and ANOVA were used to test the relationship between leadership styles and teachers' performance. It was found that the Autocratic leadership style was the most commonly used by head teachers. Teachers' performance was found to be at a moderate level. Teachers' performance was better in schools having head teachers using autocratic leadership style than in schools having head teachers using democratic or laissez-faire leadership styles. It was recommended that Ministry of education and sports should organize workshops for head teachers on effective leadership styles for school management, there is need for support supervision in secondary schools to improve teacher performance, head teachers should use a mixture of autocratic and democratic leadership styles to enhance better job performance among teachers.
Information communication technology (ICT) policy and local government service delivery in Uganda: a case study of Luwero district local government
(Kyambogo University (Unpublished work), 2018-11) Kyega, Yowasi
Public service delivery in Uganda has been described as poor, inefficient and ineffective. It is often subject of ridicule because of its rigidity. There are problems of corruption, transparency and accountability, high cost of administration and wastage. The deployment of Information and Communication Technology (ICT) in the Public Service delivery has not made much a difference. It is therefore necessary to assess ICT Policy and Local Government Service delivery in Uganda particularly in Luwero District Local Government. But specifically to assess the effect of computer access to service delivery, to establish the influence of software on service delivery, to investigate the influence of information technology on the cost of administration, to investigate the effect of ICTs on education service delivery, to establish the relationship between ICTs and service delivery in Luwero District Local Government in Uganda. The study used a combination of survey through personal interview and questionnaire to collect data from the selected sub counties staff and the respondents using both stratified, simple random and purposive sampling techniques. The data were analyzed with inferential statistical tools. The finding from public servants views showed that ICT has a significant relationship with delivery of service and that the performance, effective service delivery, transparency and accountability with a P=0.001 which is significant at 5% error bound. This is the same case with Internet increase on the services delivery to the local service delivery with P=0.002l at 5% errors bound. The same was the case for timely delivery of information with P=0.0001 as well as information dissemination with P-values 0.0061. However for cost reduction, it is not significant though it thee was in impact of the reduction on the costs and wastage. This insignificancy can be attributed to higher cost of the surfing bundle. It is recommended that the use of ICT should be encouraged and expanded in Luwero District Local Government. The government should give priority to the strategies that will increase the grounds for an effective and transparent public service delivery that gets every day closer to citizens of Uganda at reduced cost.
Teaching resource management and students' competence in English language in private secondary schools in Makindye Division, Kampala city
(Kyambogo University (Unpublished work), 2018-11) Namaganda, Holly Monira
The study aimed at examining the relationship between teaching resource management and students' competence in English language in private secondary schools in Makindye division, Kampala City. The objectives of the study were to: establish the relationship between physical resources management and students' competence; human resources management and students' competence; and examining the moderating relationship between ·learning environment and students' competence. The study applied a cross sectional research design along with a quantitative research approach. The study used a sample size of 28 secondary schools from which 140 respondents were selected using simple random sampling technique. Primary data was obtained using a structured questionnaire instrument. Validity of the instrument was obtained using CVI while reliability, using Cronbach Alpha Coefficient. From the field, data was sorted, edited and processed using SPSS (v.20). Results were presented using a frequency table and inferential statistics of correlation and regression. The study found a positive relationship between physical facilities management and students' competence (r=.500, p
Influence of school management committees on learners' academic performance in Kasese municipality government aided primary schools
(Kyambogo University (Unpublished work), 2016-11) Kato, Herbert Centenary
The main aim of the study was to analyze the influence of School Management Committees (SMCs) on improving learners' performance in Kasese Municipality; Government-aided Primary Schools. The specific objectives were to assess SMC's contribution to monitoring the utilization of resources towards academic performance of learners in Kasese Municipality Primary Schools to establish SMC's role in decision making and on learners' academic performance. The other objective was to determine SMC's involvement in the schools financial management on learners' academic performance. The study design was a descriptive cross sectional survey that included qualitative and quantitative data. Hundred respondents participated in this study including: 50 SMCS, 40 Teachers and 10 Head teachers, from 10 primary schools, selected using purposive and simple random sampling techniques. The study employed semi structured questionnaires and interview guide to collect data which was analyzed using SPSS. The study revealed that, SMC members did play their part towards academic performance of the Schools but were faced with serious challenges in supervision, monitoring and management of schools they were in charge of, on account of low their levels of education. The study recommended that a minimum education qualification of SMC members to be established for proper functioning of SMC. Adequate training and orientation arrangement on role and responsibilities of SMC should be taken for capacity building. The selection of SMCs should include those who can effectively communicate on academic matters, monitor teachers and have capacity to contribute and mobilize facilities. Another recommendation was that Head teachers should effectively utilize SMCs in curriculum implementation and monitoring by regularly inviting SMC members to provide guidance and counseling of teachers to enhance effective academic performance.
Institutional factors affecting students' academic performance in selected government secondary schools in Kampala central division
(2017-12) Kyagaba, Aisa
The study focused on examining the effect of institutional Factors on Students' Academic Performance" in Selected day public Secondary Schools. The specific objectives were to: establish the influence of teachers' characteristics on students' academic performance, determine the extent to which the head teachers ' supervisory role affects students' academic performance and establish the effect of school infrastructure on students' academic performance in public secondary schools in Kampala central division. The study adopted a descriptive survey research design with both quantitative and qualitative approaches. The sample of 152 respondents participated in the study. Simple random and purposive sampling techniques were used to select respondents. Interview guide and questionnaires were used to collect the data. Statistical Package for Social Sciences (SPSS) aided data analysis. Quantitative data was analysed using descriptive statistics. Quantitative data was analysed based on observed themes. The data collected were analysed using frequencies, means, standard deviation and multi-regression analysis to explain A NOVA in students' academic performance. The study revealed that, the average failure rate in the four studied schools was 62.66%. Day mixed Secondary public schools in KCCA had no experienced and long-serving teachers which led to continuous trend of decline in students' performance. There were limited school infrastructure such as classrooms, teaching and learning materials; low staffroom space, desks and limited space for extra lessons. It is deduced from the findings that teachers were not so critical in classroom methodology, failed to complete the syllabus in time. Head teachers did not discharge their supervisory role appropriately. This included check the professional documents such as schemes of work, lesson plans, lesson notes, records of work done, students' exercise books and actual teaching in classrooms. The study recommended that, Government and other educational stakeholders should provide public day secondary schools with qualified and competent teachers, additional study time during the weekends.
Liberalisation of university education and the learning environment in public universities in Uganda: a case study of Kyambogo University
(Kyambogo University (Unpublished work), 2018-10) Bwana, Wambesyo Michael
`This study sought to establish the influence of liberalisation of University education on the learning environment of Public Universities. Kyambogo University was used as a case study. Specifically, the study examined students' enrolment, funding mechanisms and customer orientation and their effect on the learning environment in Kyambogo University. The study adopted a case study design and it employed quantitative and qualitative paradigms. Quantitative data was analyzed using descriptive statistics, simple linear and multiple regression analyses, while qualitative data was analyzed using content analysis. Data was collected using a structured questionnaire and a key informant interview guide. A total of 101 respondents participated in the study. They included 89 randomly selected students and 12 key informants from University senior officers and student leaders. It was found out that the increased students' enrolment had lowered the quality of learning environment at the University. Students were not able to freely access learning resources, materials and learner support. The University was not able to use the tuition fees paid by students to provide a conducive learning context that has counselling, mentoring, teaching assistants, libraries, online resources and technology. Despite private students being the major sources of income for the University, they were not given adequate opportunity to influence provision of learning services. There were no services planning, implementation and monitoring opportunities given to students. Students' participation would enable the University to better identify their needs, make appropriate budgetary allocations and monitoring of effective resources utilization. This would increase the provision of a better learning environment. It was further found that the learning environment largely depends on students' enrolment and that ability of the University to effectively use the funds generated to provide key learning resources and promote collaborative and collective decision-making with students regarding the provision of services and allocation of resources. Thus, it was recommended that a new quality assurance standard be instituted that motivates Universities to allocate about 40% of their funds to learning infrastructure development. The NCHE should amend the rights of Universities and include students' rights so as to promote the motivation by Universities to meet the needs of the students more fully. Universities need to provide frameworks and opportunities for Student leaders to supervise administrative and managerial roles of University officers in charge of learning environments. Universities need to empower students and their leaders to demand for services that are commensurate with the fees they pay. To reduce enrolment in Public Universities, the government should improve on the quality of other Tertiary Institutions such as Polytechnics, Technical Institutions, Community Colleges and Adult education so that they attract students away from Public Universities.
Management of student discipline and academic performance in selected secondary schools in Arua district,Uganda
(2018-11) Archangelo, Ayuu
This study is aimed at investigating "Student Discipline and Academic Performance in Selected Secondary Schools in Arua District". The objectives were to: examine the management indicators of student discipline in schools in Arua district, examine the impact of the discipline management on students' academic performance and find strategies of improving discipline among students in selected secondary schools in Arua district. A total of 12 schools (seven Government aided and five privately owned schools) in Arua district were selected and data collected on these schools. A cross sectional research design tool was preferably used in which representative samples of 100 participants across the population of teachers, students, administrators and parents were involved. The study established that student discipline is regulated through roll calls, close monitoring of school attendance by teachers and parents to a greater extent. This must be supported by the administrators for the students to perform well. In addition, extra-curricular activities tended to have control over the student behavior. It is noted that schools which support extra-curricular activities tended to do well in National examinations. Finally, the study recommended the following in order for school administration to improve discipline: recognize acceptable classroon1 norms with rewards and punish unacceptable norms, keep manageable enrolment for easy class control and discipline management, pay attention to control environmental factors such as carefully rewarding negative learner behavior by teachers minimizes case of indiscipline in the school and substituting corporal punishment with other strategies that can make the learner discover himself or herself to change positively.
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.

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