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Human resource policies and affective commitment of health tutors in private nursing and midwifery training institutions in Kampala city, Uganda
(Kyambogo University (Unpublished work), 2024-10) Nassiwa, Twesigye Juliet
The study sought to investigate the influence of human resource policies on affective commitment of health tutors in private Nursing and Midwifery Training Institutions (NMTs) in Kampala City. The specific objectives of the study were;( a) to explore the perception of heads of private NMTs on the relevance of compensation, staff development and promotion policies on health tutors ' affective commitment (b) to examine the relationship between compensation policy and affective commitment of health tutors in private NMTs ( c) to determine the relationship between staff development policy and affective commitment of health tutors in private NMTs and (d) to explore the relationship between promotion policy and affective commitment of health tutors in private NMTs in Kampala City. The study adopted a mixed methods approach with primary emphasis on quantitative methods complemented by qualitative methods using an embedded research design. Data was collected from 192 randomly selected health tutors and eight heads of private NMTs using Self-Administered Questionnaires (SAQs) and interview guides respectively. Descriptive and inferential data analysis was carried out using the Statistical Package for Social Scientists Version 25. Descriptive data analysis involved the use of frequencies, percentages, means and standard deviations. Inferential data analysis involved the use of Pearson's correlation and simple regression analysis of prediction for bivariate and multivariate data respectively to examine the relationship between the study variables.
Responses from the heads of the institutions were analysed in a narrative form to complement quantitative data. The findings revealed that there is a significant relationship between compensation policy (r= 0.378, p = 0.000 < 0.05), staff development policy (r= 0. 416, p = 0.000 < 0.05), promotion policy (r = 0. 373, p = 0.000 < 0.05) and affective commitment of health tutors. The study also revealed that only promotion policy was a significant predictor of health tutors ' affective commitment (p = 0.257, p =0.006 < 0.05) while Compensation Policy (p = -0 .003, p = 0.0976 > 0.05) and staff development Policy (p = 0.084, p = 0.40 l > 0.05) were insignificant in predicting health tutors' affective Commitment. It was therefore concluded that compensation, staff development and promotion policies significantly influence affective commitment of health tutors in private NMTs.
The study recommended that managers of private training institutions should revise their compensation policies to ensure that they are competitive, aligned with the market standards, fair and transparent. Training institutions should also prioritise staff development by providing opportunities and resources for continuous learning and skills enhancement. Furthermore, the institutions should establish clear, transparent and merit-based criteria for promotions. All policies should be clearly communicated and consistently applied to all employees to enhance their affective commitment and ultimately improve the quality of Nursing and Midwifery training.
Parental involvement in pupils' engagement in learning among upper primary classes at Nazigo sub-county, Kayunga district
(Kyambogo University (Unpublished work), 2024-10) Naigaga, Sarah
This study explored the roles in parental involvement in pupils' engagement in learning among upper primary classes at Nazigo sub-county, Kayunga District, Uganda. The research was motivated by the closure of schools due to the COVID-19 pandemic, which shifted learning to the borne environment and placed the responsibility of ensuring pupil engagement in learning on parents. The study explored the roles of parental monitoring, guidance, and provision of learning resources on pupils' engagement in learning. The study was guided by Vygotsky's Sociocultural Theory (1978). The researcher employed narrative inquiry research design, using interviews and focus group discussions to explore the roles of parental involvement in pupils' engagement in learning. The population consisted of pupils and parents at Nazigo Sub-County Kayunga district.
A sample size of 5 focus group discussions of 5 pupils in each group were engaged in the group discussion. A face-to-face interview was carried out with parents until a saturation point of 10 parents was reached. Data quality control was done at four levels for establishing trustworthiness of findings. These included credibility, transferability, dependability, and comfortability as key concepts related to ensuring the quality and accuracy of the study. Data analysis was conducted qualitatively, using thematic analysis to identify key themes and patterns in the data. The study established that parental involvement in various aspects of their children's education, such as monitoring, guidance, and provision of learning resources, significantly impacts pupils' engagement in learning. The findings of this study will inform policymakers, head teachers, and the community about the importance of parental involvement in promoting pupils' engagement in learning. Therefore, the study recommends that head teachers should organize parent-teacher meetings to educate parents about the importance of monitoring their children's social interactions, guiding and providing support for academic focus and emphasize the importance of parental involvement in guiding their children.
School resources and effective implementation of e-learning in secondary schools in Kasese municipality, Uganda
(Kyambogo University (Unpublished work), 2024-01) Kyomuhendo, Tobia Karaha
This study examined the influence of school resources and effective implementation of elearning in secondary schools in Kasese Municipality, Uganda. Specifically, this study examined the influence of tangible resources and effective implementation of e- learning, assessed the influence of intangible resources and e-learning, and examined the influence of school capabilities on e-learning in secondary schools in Kasese Municipality, Uganda. Using quantitative research approach, the study adopted a correlational research design on a sample of 183 teachers. Data was collected using a self-administered questionnaire. Data was analysed using quantitative methods. Quantitative data was analysed using descriptive statistics specifically frequencies, percentages and means, and inferential analyses particularly correlation and regression analyses. The findings revealed schools' resources in terms of tangible and intangible resources, and capabilities had a positive and significant influence on e- learning.
Therefore, it was concluded that tangible resources are essential for effective implementation of e-learning in secondary schools, intangible resources are vital for effective implementation of elearning in secondary schools and schools' capabilities are imperative for effective implementation of e-learning in secondary schools. It was thus recommended that, the Ministry of Education, directors of schools and head teachers should ensure that schools have sufficient tangible resources for e-learning in form of ICT facilities, school ICT policies and e-library resources. Directors and head teachers should ensure schools have adequate intangible resources that are technology know how, learning culture and relationship with stakeholders. Directors and head teachers should ensure schools have adequate capabilities which are experimentation, integration capability and teaching content management.
The mediating role of financial discipline on the relationship between the youth livelihood fund and youth welfare : a case of Busitema sub-county in Samia Bugwe north in Busia district
(Kyambogo University (Unpublished work), 2024-11) Emorut, John Okumu
The purpose of the study is to investigate the mediating role of financial discipline on the relationship between the Youth Livelihood Fund (YLF) and youth welfare in Busitema subcounty in Samia Bugwe North Busia District. The specific objectives included: examining the relationship between the YLF and Youth Welfare, establishing the relationship between the financial discipline and Youth Welfare, and examining the mediating role of the financial discipline on the relationship between the YLF Fund and Youth Welfare in Busitema subcounty in Samia Bugwe North in Busia District. A cross-sectional descriptive research design was employed, utilizing both quantitative and qualitative data collection methods.
The target population included the youths from Busitema Sub-county in Samia Bugwe north constituency in Busia District, who were direct beneficiaries of the YLP. The study used stratified random sampling and purposive sampling techniques to select the respondents from the study population. The study utilized a structured questionnaire to gather quantitative data and an interview guide to collect qualitative data. The study employed descriptive and regression analysis techniques to address the research hypotheses. To investigate the association between the study variables, the research utilized Spearman's rank correlation test. The study tested the mediation effect using Partial Least Structural Equation Modeling (PL-SEM) with the bootstrapping method. The findings from the study reveal that the youth livelihood fund had a positive and significant association with youth welfare in Busitema sub-county. The correlation findings reveal that there was a positive and significant relationship between financial discipline and youth welfare in Busitema Subcounty. The PL-SEM findings showed that there was a positive partial mediating effect of financial discipline on the relationship between YLF and youth welfare in Busitema Subcounty.
In conclusion, the study provides evidence that financial discipline plays a remarkable positive role in mediating the effect of financial discipline on the relationship between YLF and youth welfare in Busitema Sub-County. There is a need for the expansion of the Youth Livelihood Fund to reach a wider group of eligible youth in the Busia district.
This could ensure that more young people have access to the fund. There is a need to develop and implement financial literacy programmes specifically tailored to the needs and circumstances of youth in Busitema Sub-County. These programmes should focus on budgeting, saving, investing, and managing debt effectively. Enhance financial discipline training and education for youth beneficiaries of the Youth Livelihood Fund in Busitema district. This should include workshops, seminars, and educational materials to help them make responsible financial decisions.
Antecedents of teacher performance in government aided secondary schools in Maracha district, Uganda
(Kyambogo University (Unpublished work), 2024-06) Avutia, John Kennedy
This study sought to investigate whether recognition, opportunity for promotion and advancement, and working conditions were antecedents of teachers' performance in government aided secondary schools in Maracha District. The study was guided by the following objectives: to find out whether recognition is enhances teacher performance, to establish whether opportunity for promotion and advancement is enhances teacher performance, and to examine whether working conditions is enhances teacher performance. All the six government aided secondary schools in the district were involved in the study. Using a correlational survey design, data were collected by the use of self-administered-questionnaire from 117 teachers. Descriptive statistics, Pearson correlation test and multiple regression analysis were used to analyze data. The study findings revealed that, there was positive and significant relationship between recognition and teacher perf01mance, opportunity for promotion and advancement and teacher performance, and strong positive and significant relationship between working conditions and teacher performance.
Further, recognition, opportunity for promotion and advancement, and working conditions, were strong antecedents, of teacher performance (Ho 1-Ho3 were rejected). The influence mainly came from task performance recognition (~ = 0.375, p < 0.05), promotion speed (~ =0.340, p< 0.05) and workload (~ =0.474, p < 0.05). Hence, when schools appreciate teachers for expending their skills, knowledge to do their work, let teachers know they will be promoted at the right time and give teachers opp01tunity to freely plan their work so that they remain with additional time to care for their personal life, teachers develop the zeal to do their jobs well. Thus, the Ministry of Education and Sports should strengthen task performance recognition, opportunity for promotion speed and provide workload clarity in schools by giving them clear guidelines to implement them uniformly. A model of appropriate recognition, promotion and working conditions for secondary schools should be investigated. Still, further, studies should be conducted by other researchers on other Antecedents of teacher performance in secondary schools using both quantitative and qualitative methods so as to improve the overall performance of teachers.