PhD Theses & Dissertations

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12504/79

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    Institutional support, organisational learning and teacher competence in government-aided secondary schools in south western Uganda
    (Kyambogo University (Unpublised work), 2025-11) Arineitwe, Phiona
    The study examined the influence of institutional support on teacher competence as mediated by organisational learning in government-aided secondary schools in south western Uganda. Specifically, the study investigated the influence of institutional support on teacher competence, sought to establish the influence of institutional support on organisational learning, to determine the influence of organisational learning on teacher competence and to test the mediating effect of organisational learning on the influence of institutional support on teacher competence in government-aided secondary schools in south western Uganda. Guided by the positivist paradigm, the study adopted a quantitative approach and employed a cross-sectional research design. Data were collected from a sample of 329 teachers using a self-administered questionnaire. The data were subsequently analysed using descriptive statistical methods and Partial Least Squares Structural Equation Modelling (PLS-SEM), an advanced statistical technique used to examine complex relationships between variables. PLS-SEM results revealed that institutional support had a positive and significant influence on organisational learning, institutional support had a positive significant influence on teacher competence, and organisational learning had a positive and significant influence on teacher competence. The mediation results revealed that the influence of institutional support on teacher competence was positively and significantly mediated by organisational learning. With both the direct and indirect influence being positive and significant, organisational learning fully mediated the influence of institutional support on teacher competence. The study's findings led to the conclusion that institutional support is important for the development of teacher competence, institutional support is essential for organisational learning, and and organisational learning plays a crucial role in supporting teacher competence by facilitating institutional support. The study recommended that the Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates development of teacher competence through induction, continuous professional development, and rewards. The Ministry of Education and Sports, head teachers, and other stakeholders, including Boards of Governors, should establish institutional support crucial for organisational learning through continuous professional development and rewards. Head teachers should implement organisational learning, specifically continuous learning and dialogue and inquiry, to promote teacher competence; and head teachers should implement institutional support practices that foster organisational learning to enhance teacher competence.
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    Teachers’ experiences of implementing the competence-based curriculum in Uganda : a case of selected secondary schools in western Uganda
    (Kyambogo University (Unpublished work), 2025-10) Ahabwe, Monica
    This study explored teachers’ experiences in implementing the Lower Secondary Curriculum (LSC) in Mbarara City in Uganda with a focus on planning for teaching, teaching and assessment. Underpinned by a constructivist research paradigm which enabled interpretation of subjective meanings of participants, this study employed a qualitative multiple case study design. Data was collected using in-depth interviews, classroom observations and documentary analysis from teachers of English and Mathematics from a well-resourced, averagely resourced and low resourced school. The study was guided by the following research questions: How do secondary school teachers experience planning for teaching using the Lower Secondary Curriculum in Mbarara City in Uganda?; How do secondary school teachers experience teaching using the Lower Secondary Curriculum in Mbarara City in Uganda?; How do secondary school teachers experience assessment using the Lower Secondary Curriculum in Mbarara City in Uganda? Data were analyzed following analysis procedures in qualitative research. With regard to planning, findings revealed that the LSC planning involved occasional lesson plan development, internet use, scheme of work construction, collaborative scheming and engagement with generic skills. While teachers found planning beneficial for readiness and teaching competences, it was constrained by inadequate resources and time. Teachers required training opportunities and availability of resources to optimize planning. Teaching involved adoption of learner-centered, teacher-centered methodologies as well as integration of both; use of authentic and non-authentic materials. It further fostered critical thinking, and a conducive environment but part-timing, resource inadequacy, large classes and low achieving students limited its application. Enablers included resource access, LSC design, learner nature and supportive school environment. Assessment involved examinations, activities of integration, daily class activities, peer assessment, triangulation methods. Teachers perceived assessment of the LSC as fair, motivating, required commitment and small numbers coupled with providing an avenue for studying the learner. Enablers to assessment included teachers’ desire to conduct assessment, teacher knowledge of their students, some formative assessment methods and collaboration. However, assessment was constrained by the use of RACE, inadequate teacher competences in assessing projects, large classes, insufficient guidelines on how to set exams, and failure to fully follow stipulated guidelines. Teachers needed training in assessment. This study recommends that the Ministry of Education and Sports (MoES) allocates more funding to teaching resources and facilities especially in the low resourced schools to support teaching and assessment, intensify teacher training to equip teachers with competencies in planning, teaching and assessment. Furthermore, collaborative support structures be designed at school level to aid teacher planning and assessment. The MoES should reduce the teacher learner ratio to increase teacher commitment to assessment as well as strengthen instructional supervision and monitoring to enhance compliance to stipulated assessment practice of the LSC.
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    Performance management practices and managed performance: the moderating influence of organisational culture and climate
    (Makerere University (unpublished work), 2010-10) Kagaari, James R.K.
    The study attempted to explore and explain the existence and implementation of performance management practices to facilitate the achievement of managed performance. A mixed method study approach (Qualitative and Quantitative) was adopted. A sample of 900 employees was drawn using a disproportionate stratified purposive sampling approach that yielded a 53 % response rate. Twelve participants were purposively selected from top management members and interviewed using a semi-structured interview guide. Using Nvivo software and Miles and Huber man ( L 994) approaches, interview data was managed and analyses. Qualitative data results revealed that employees in public universities are involved n planning, mobilising resources, problem solving. evaluating performance and adopting lCT to deliver cost-effective quality services/products. The hypotheses were tested and revealed a significant positive relationship between performance management practices and managed performance(r = .25, p < .001 ). A moderating influence of organisational culture and climate on performance management practices and managed performance was also established and confirmed (6R2 = .0 12) significantly above zero (p = .0 15). However, cross sectional studies by their nature are subjected to common method variances; a replication of the study using a longitudinal approach was recommended. Also, further studies should be supplemented with in-depth interviews or case studies where possible to tap salient issues from the respondents. The study called for continuous refinement of theories that explain performance management practices. Public universities should have visionary futuristic managers who can think of new approaches to managing people in a dynamic hyper changing technological environment.