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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.
Enhancing the monitoring and evaluation of road construction projects using expert opinion: A case of Uganda national roads authority
(International Journal of Industrial Management, 2026-03-26) Kamukama, Ismail; Wadembere, Ismail; Ssebuggwaawo, Denis
Road transport is among the sub-sectors that receive the highest funding in Uganda. Nevertheless, there has been a persistent public outcry on delays, low-quality deliveries, and even project failures in different parts of the country. Existing studies have attributed this to inefficient monitoring and evaluation (M&E) of road construction projects, which remains underexplored at the local scale. Therefore, the purpose of this study was to enhance the M&E of road construction projects in Uganda by establishing key factors of the exercise. Initial key M&E factors were identified through a literature review, and the Delphi technique was later employed to determine the experts’ levels of agreement towards these factors using measures of central tendency, such as mean, standard deviation, and coefficient of variation. The levels of consensus among experts were further confirmed by Kendall’s W, and the relative importance index finally revealed key M&E factors in road construction. The findings are crucial to support planning and decision-making across all stages of road construction projects in Uganda and the execution of targeted interventions in M&E exercises during project implementation. This study can be expanded in the future by focusing on the development of regression modelling, spatial modelling, and machine learning to predict the success and failure of M&E in road construction projects.
Working conditions and teacher commitment in government-aided secondary schools in Rubaga division, Kampala capital city authority, Uganda
(Kyambogo University (Unpublised work), 2025-11) Kyasiimire, Annet
This study examined the influence of working conditions on teacher commitment in government-aided secondary schools in Rubaga Division, under the Kampala Capital City Authority (KCCA). Specifically, it explored the impact of collegiality, the physical work environment, and workload on teacher commitment. Adopting a positivist approach, the study employed a cross-sectional research design and involved a sample of 177 teachers. Data were collected using a self-administered questionnaire and analyzed through descriptive statistics, correlation, and regression analyses. The findings indicated that collegiality, physical work environment, and workload each have a significant positive influence on teacher commitment. The study concluded that collegiality is essential for fostering teacher commitment; a safe, secure, and well-organized physical environment is critical; and workload, particularly in terms of teaching hours, contributes positively to commitment. Based on these findings, the study recommended that head teachers actively promote collegiality within schools. Furthermore, the Ministry of Education and Sports, along with head teachers, Boards of Governors, parents, and other stakeholders, should work collaboratively to improve the physical conditions of schools. Additionally, the Ministry and school leaders should ensure that teachers are provided with adequate non-instructional time to build meaningful relationships with students, thereby enhancing overall teacher commitment.
Investigating the dewaterability and resource recovery potential of distillery wastewater using sawdust and charcoal dust as conditioners
(Kyambogo University (Unpublised work), 2025-09) Angom, Hedina
Discharge of untreated distillery wastewater has a high impact on human and environmental health. One of the critical stages in its management is dewatering. However, understanding the dewatering characteristics of distillery wastewater is a grey area as minimal research has been done on it. This research evaluated the characteristics of distillery wastewater from various sources to identify any variations, its dewatering potential, enhancement of dewatering using conditioners and its resource recovery potential. The research was undertaken using laboratory measurements and experiments to determine the wastewater characteristics and dewaterability. Dewatering performance was measured in terms of capillary suction time (CST), and turbidity of supernatant after natural and mechanical settling. The findings of this study showed that distillery wastewater characteristics were very significant in pH (3.56-6.32) p=0.017, EC (4.22-34.77mS/cm) p=0.002, COD (63,800-148,680mg/L) p=0.004 and turbidity (18,700-45,500NTU) – p=0.167. Dewatering was noted to be CST (30-5512.64s) p=0.140 and turbidity of supernatant (14,700-87,500NTU) p=0.046. Enhancing dewatering using conditioners showed CST (60.56-9047.04s) p=0.452, 0.012, 0.207 and turbidity of supernatant (4.37-93,500NTU) p=0.002, 0.013, 0.788 with better performance observed after treatment with charcoal dust. Based on the Nitrogen (31-121mg/L), Phosphorus (195-757mg/L), Potassium (4580-13449.15mg/L) and TVS/TS ratio (0.76-0.91) values, distillery wastewater showed potential for resource recovery. Distillery wastewater needs to be treated to protect human and environmental health. Strict measures should be put in place to ensure adherence to standards for discharge into the environment.
Supplier selection and perceived contract performance in government ministries of uganda: a case of the ministry of health
(Kyambogo University (Unpublised work), 2024-11) Amumpeire, Annitah
This study examined the effect of supplier selection on contract performance in government ministries in Uganda, with a focus on the Ministry of Health. The study was guided by the Resource-Based View (RBV) and aimed to address three objectives: to determine the effect of supplier selection objectives on the contract performance of the Ministry of Health, to assess the effect of supplier identification on the contract performance of the Ministry of Health, to analyse the impact of selection evaluation criteria on the contract performance of the Ministry of Health. The study employed a case study design and included a sample of 103 staff members from the Ministry of Health. Data collection involved both quantitative and qualitative methods. Qualitative data were analysed using descriptive analysis and inferential statistics. Descriptive statistics described the response rate, respondent characteristics, and firm characteristics. Inferential statistics, including Pearson’s correlation, were used to examine the relationships between variables, while multiple regression analysis determined the effect of supplier selection on contract performance. The findings revealed that supplier evaluation criteria had the most significant impact on contract performance, followed by supplier selection objectives. Supplier identification, while still significant, had a relatively modest impact. The study concludes that a comprehensive approach to supplier management, integrating supplier selection with other procurement practices, is crucial for optimizing contract performance. The research offers valuable insights for government ministries and organizations seeking to enhance their supplier management practices and contract outcomes. The study's recommendations and suggested areas for further research aim to contribute to the development of more effective supplier management strategies in the public sector.