Funding mechanisms and the quality of learning in primary teachers' colleges: the case of Bishop Willis Core, Iganga Uganda

Abstract

The purpose of this study was to establish whether there is a significant relationship between funding mechanisms and quality of learning in the PTC in Uganda. The study was carried out at Bishop Willis Core PTC !ganga in Eastern Uganda. Three objectives namely; to establish the relationship between students' financial contributions and the quality of learning; to establish the relationship between government funding and the quality of learning; and to examine the relationship between donor funding and the quality of learning guided this study. The sample comprised of one principal, two deputy principals, twenty eight tutors and one hundred and nine teacher trainees. Data was collected by use of questionnaires, interview and document analysis. The study used both quantitative and qualitative method to analyse the findings. The findings showed that there was a significant and positive relationship between funding mechanisms and the quality of learning in primary teachers' colleges. The findings revealed that increased funding enables colleges to have enough and relevant instructional resources and motivated tutors to work. The study recommends that government should provide means on how to provide more funds to the Primary Teachers' Colleges so that more instructional materials are acquired, tutors' salaries are enhanced, and more provision of more continuous professional developments, programs effective monitoring and support supervision.