Faculty of Education (FEDU)

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http://hdl.handle.net/20.500.12493/223

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Open Access
Professional Development Programs and Teacher Effectiveness in Government Aided Secondary Schools in Ibanda Municipality.
(Kabale University, 2023) Mwesigye, Seriano
The aim of the study was to establish the effect of Professional Development Programs (PDPs) on Teacher Effectiveness in selected schools in Ibanda Municipality. The study adopted across-sectional survey design with mixed research approaches of data collection and analysis. The study population included 3 participants from Ibanda municipal education office, 6 headteachers and 122 teachers from Government-Aided Secondary Schools in Ibanda Municipality. Questionnaire and interview guide were used to collect data. Quantitative data was analyzed using statistical package for social sciences (SPSS 20.0) while content analysis was used for the analysis of qualitative data. Among others, the key finding from the study include: school administrators do not usually organize induction workshops for new teachers, no formal Induction program for new teachers in the selected schools, school administrators in Ibanda Municipality did not regularly organize orientation seminars for new teachers, teachers have negative attitudes towards PDPs, the schools lack funds to support teachers undertaking PDPs, and that most PDPs are not properly planned and are not evaluated to ascertain the effectiveness. The study recommends that there should be a policy on professional development programs in secondary schools in Ibanda Municipality by the Ibanda Municipality Education Office. There is need to maintain and improve on teachers’ effectiveness by increasing on their knowledge, skills, and abilities through provision of professional development programs.
Open Access
Learning Environment and Learners Achievement in Mathematics: A Case Study of Selected Secondary Schools in Amolatar District.
(Kabale University, 2023) Kanakulya, Fred
Amolatar district has been struggling with poor performance in Mathematics for several years. The aim of this research is to determine how teacher competence, provision of good quality instructional materials and learners attitude, affect learning achievement in Mathematics among Ordinary level students in selected secondary schools of Amolatar District. With the overall goal of finding the combination of factors that can be targeted to improve performance. The findings showed that, 35% of the learners strongly agreed and 32% agreed to the fact that their teachers ask questions to see if they have understood the lesson content followed by 46% of the learners who strongly agreed that their Mathematics teachers help them in describing the lesson. Finally 39% also strongly agreed that their Mathematics teachers use practical examples on board. The adjusted R-square of 0.886 (88.6%) shows that there is a strong positive relationship between the learners’ scores and the three factors identified above. The study also found out that most of the teachers (47.1%) often use instructional materials when teaching Mathematics. The study concludes that provision of good quality instructional material improves students learning achievement. Therefore, the study recommends vigorous sensitization, seminars and career guidance to the students so as to improve their interest for positive attitude toward Mathematics.
Open Access
School Management Committee and The Implementation of Universal Primary Education in Primary Schools. A Case of Nakaseke Central Constituency, Uganda.
(Kabale University, 2023) Isingoma, Tomson
School management committees appeared not to be effective due to several factors that included some school heads refusing to accept SMC as part of the management system for local schools, SMC members’ ignorance about their monitoring roles, among others. Thus, this study was to establish the relationship between School Management Committee and the implementation of UPE in primary schools Nakaseke Central Constituency, Uganda. Using qualitative and quantitative approach, data was collected from a sample of thirty six participants. The findings were that Consultative roles were the most executed as compared to supervisory/monitoring roles and administrative/ management roles. Also findings showed that the level of UPE implementation is low as measure from the administrative, government and parents’ response rates although the implementation rate of UPE is still demanding as the turn up rate is less than 50%. Significantly, the study concludes that there is a relationship between the roles of SMCs and implementation of UPE in schools in Nakaseke Central Constituency because a positive linear correlation was observed at r= +0.693’. On confirmatory level, this was a high positive significance level. Regression analysis concludes that the roles of SMCs significantly predict UPE implementation, F (1, 31 = 1.546, B = 2.486, t = 4.768, P<0.000). Hence H0 was rejected because the p-value was smaller than the significance level and alternative hypothesis was supported and confirmed that there is a significant relationship between the roles of SMCs and UPE implementation in schools. In conclusion, the study recommends that facilitation and adequate funding should be extended to schools for effective UPE implementation. This is because SMCs luck enough funds even if they want to work. It is therefore important to invest in resource mobilization.
Open Access
Parental Roles in Management of Pupils Discipline in Selected Batwa Community Primary Schools, Kanungu District.
(Kabale University, 2023) Babiriisa, Enos
The main purpose of this study was to assess the role of parents in management of pupils discipline in Batwa community schools in Kanungu district. Although the lack of parental involvement in education affects the Uganda’s education system in general, rural schools such as the schools in the Batwa community in Kanungu district are affected severely. Many of these learners exhibit behavioral problems both in the classroom and on the school premises. Usually, parents are looked at as the first step towards human growth and it is their role to nurture a child into a responsible society member by guidance on how to live with other people, to communicate with others, spiritual support as well as financial support.
Open Access
Factors Influencing Students’ Enrolment and Retention in Sciences at Advanced Level in Secondary Schools in Uganda: A Case of Kabale Municipality Secondary Schools.
(Kabale University, 2023) Akatuhurira, Frank Bindeba
A correlational study was carried out on the factors influencing students' enrolment and retention in sciences at the advanced level in secondary schools in Kabale Municipality, Uganda. The study adopted both quantitative and qualitative approaches, with questionnaires and interview guides as the primary tools for data collection. The study focused on the physical learning environment, students' attitudes towards sciences, and the quality of science teachers, and how these factors influenced students' enrolment and retention in sciences at the ‘A’ level. The findings of the study indicated that the availability of enough apparatus in the laboratories, a cool temperature to encourage learning, and students' social status defined their attitudes towards sciences. Additionally, inadequate professional training affected science teaching. Based on the study's conclusions, the enrolment and retention of students in sciences at the advanced level of secondary schools in Kabale Municipality were influenced by a conducive physical learning environment, students' attitudes towards sciences, and the quality of science teachers. The study recommends addressing acoustic conditions in classrooms, encouraging a cool temperature for learning, providing government aid to secondary schools for infrastructure development, and employing professional science teachers.
Open Access
ICT Usage and Implementation of Competence-Based Curriculum in Selected Secondary Schools in Kabale Municipality.
(Kabale University, 2023) Mugabe, Samuel
This study was carried out on ICT Usage and Implementation of Competence-Based Curriculum in Selected Secondary Schools in Kabale Municipality. The study adopted a cross-sectional, correlational survey design where data was collected from selected secondary schools and analyzed at once. The population of the study included teachers and directors of studies. The study included a sample of 108 respondents who included 104 respondent teachers and 4 directors of studies (Key Informants). Different data collection instruments and methods were used to collect data respondents in that questionnaires were used to select teachers and interview guide was used to key informants (Director of studies) All the data collected from the respondents were analyzed using Statistical Package for the Social Sciences (SPSS) version 14. The analysis included descriptive analysis using mean and percentages, tables, pie charts, and graphs. Qualitative data was analyzed using thematic analysis where data was arranged into codes and themes. Findings indicate that the Level of ICT use that the level is relatively high. On Teachers’ perception towards ICT integration in the competence-based curriculum, it was strongly agreed that teachers had shown a positive attitude toward ICT integration in the competence based curriculum. On the relationship between teachers’ perception toward ICT integration and ICT infrastructure there was a positive regression. The study recommended that schools need to have adequate and up-to-date ICT infrastructure, including hardware, software, and connectivity; Teachers need to be trained in how to effectively integrate ICT into their teaching practices; Encourage collaboration and sharing of best practices; ICT should be integrated into all subject areas, not just in computer studies or ICT classes; Schools should regularly evaluate the impact of ICT integration on student learning outcomes and Schools need to provide ongoing support to teachers and students to ensure that they are able to use technology effectively. This can include technical support, troubleshooting, and mentoring.
Open Access
Electronic Recordkeeping and School Management Processes: A Case of Selected Secondary Schools in Luwero District.
(Kabale University, 2023) Mugisha, David
The study sought to establish the relationship between electronic record keeping and school management processes: A case study of selected secondary schools in Luwero District. The objectives which guided the study were:i) To ascertain the level of e-record keeping usage in selected secondary schools in Luwero District; ii) To examine the management process in selected secondary schools in Luwero District; iii) To establish the relationship between e-record keeping and school management process in selected secondary schools in Luwero District.Methodologically, the study adopted a quantitative and qualitative approach with a correlational research design. Out of 1,000 total populations, 278 respondents were sampled of whom: 267teachers and 11 administrators were randomly and purposively selected and answered the questionnaire interviews. Data was analysed using SPSS version 21.From the study findings, there was a relationship between e-record keeping and school management processes. A chi-square test of significance 579.567/216=2.6831, taking the square of (2.6831)2 = 7.20 indicated that there was 72.0% positive significant relationship between e-record keeping and school management processes of p<.05. (P < 0.000, φ=1.473). The count showed that 98% expected counted was less than 5%. The minimum expected count was .01. The degree of impact as indicated by φ=1.473 implies that e-record keeping has a moderate effect on school management processes. The significant level of P<0.000 implies that school management process depends on e-record keeping and these variables are not independent of each other.The study concludes that there is low level of e-record keeping usage in the school management processes. However, if properly adopted, this can improve the admission process, the storing of students' and teachers' bio-data, examination records, attendance, administrative data, and financial record keeping. Also, it will enhance the management in planning, staffing, monitoring and controlling of management processes in schools.
Open Access
Teachers’ Attitude and Integration of ICT in the Teaching Process: A Case of Selected Secondary Schools in Sheema District.
(Kabale University, 2023) Asiimwe, Joel Owakubariho
This study was hinged on the investigation of the influence of teachers’ attitude and integration of ICT in the teaching process: a case of selected secondary schools in Sheema District. The study focused on three main objectives: to examine the level of integration of ICT in the teaching process; to find out the challenges of teachers’ attitude on the integration of ICT in teaching process; and to establish the strategies to enhance teachers’ attitude on the integration of ICT in teaching process in selected secondary schools in Sheema district. The study adopted both qualitative and quantitative research approaches with a sample size of 152, which included 12 school administrators (principals) and 140 teachers selected randomly. Data were collected through questionnaires, interview and documentary analysis. Data was analyzed qualitatively and quantitatively. The study discovered that,there was low level of ICT integration in teaching process and also, the challenges of teacher’s attitude were due to incompetence, lack of skills, limited ICT facilities and unease regarding use of ICT. High positive linear correlation was observed at r= +0.907. This was a high positive relationship with P <0.000.This showed there was a positive significant relationship between teachers’ attitude and ICT integration in teaching process. The study then concluded that creation of ICT infrastructure, training of teachers, provision of internet and governmental funding can enhance teachers’ attitude and the level of ICT integration in teaching process in Sheema District.
Open Access
The Influence of Head Teacher’s Leadership Styles on Service Delivery in Secondary Schools in Uganda: A Case Study of Ssembabule District.
(Kabale University, 2023) Adoko, Vincent
The study explored the influence of Head teachers’ leadership styles on service delivery in Secondary schools in Ssembabule district. The study was as a result of education performance and the quality of learning continuing to lag behind in Ssembabule district. The study used Cross- Sectional research design with both qualitative and quantitative approaches. The findings of the study indicates that under bureaucratic leadership, a high proportion of the respondents 24.6% agreed that Head teachers divide labor based on the functional specialization, 85 (35.0%) agreed that their schools have got a well-defined hierarchy of authority, 91 (37.9%) agreed with the statement that Head teachers practiced procedures for dealing with situation. 38.8% of the respondents under transactional leadership agreed that promotion and selection among teachers is based on technical competence that applied in the school. In addition, 40% agreed that Head teachers make clear expectations on what is to be done; this implies that with transactional leadership, school Head teachers have an important role in contributing to school planning and assisting the management of school resources The influence of Affiliative leadership was team building where by 45% of the respondents said that Head teachers does not spend time on team building, the other influence was responsibilities this was evidenced in table 5.0 where by 40% agreed with the statement that Head teachers shay away from their responsibilities and 37.3% also agreed that Head teachers create harmony and build emotional bond among teachers. The study found out that Head teachers’ leadership styles influences service delivery. The study found out that The Head teachers should consider the division of labor and specialization, as well as building well-defined hierarch of authority and taking regular feedback from the teachers and parents in order to improve the quality of service delivery in schools. The study recommended that Head teachers should work on their competences, consider team building, harmony, emotional bond among their teachers, understanding their responsibilities in order to improve on the quality of service delivery in schools.
Open Access
Distance Learning and the Quality of Teacher Education in Rwanda: A Case Study of Byumba Distance Learning
(Kabale University, 2015) Anastase, Mvuyekure
This study examined the contribution of distance learning to the quality of teacher education in Rwanda and was conducted to establish whether the teachers' experiences and qualifications, acquired through the distance learning program, adequately led to quality education. The study was guided by three objectives: namely, to investigate the effect of distance learning on the teaching-learning process; to examine the academic relevance of resources used in the distance learning program in Rwanda; and to evaluate whether the graduates from the distance learning program had the skills, knowledge, and attitudes required for qualitative, effective, and efficient education. Concerning the sample and methods used in this study, the simple random sample technique, Questionnaires, interviews, and a documentary study were used. A simple random sample was used to enable each and every individual or case in the entire population to have an equal opportunity to be selected for analysis. Distance Learning Program; intake two, which started in 2011, was chosen as a targeted population. The rationale for selecting this intake is that the students were still following the program and were familiar with it based on the time they had already covered. All of these make them good sources of information about the program. Besides the tutors who were assisting the teacher trainees in the program, the lecturers from the Kigali Institute of Education who were appointed to take part in the training, and the head teachers whose teachers are following the program were also involved. In accordance with the number of respondents, Cochran's formula for sample size was used, and the formula gave a sample size of 58 respondents. As far as the data collection instruments are concerned, questionnaires were chosen because they are easy to administer and save time. Two types of questions were used: closed-ended questions and open-ended questions. In closed-ended questions, participants were allowed to choose from a pre-existing set of dichotomous answers, such as yes or no. A small number of leading questions that required answers like "strongly agree" or "strongly disagree" were also used to get an opinion from the respondents in limited words. Concerning open-ended questions, the respondents were motivated to explain their answers by reacting to the question in order to obtain the quality of their thinking and the reality of their answers.
Open Access
Performance of Secondary Schools in Rukungiri District
(Kabale University, 2015) Alphonse, Byamukama
The study examined the performance of secondary schools in Rukungiri District. The research was carried out in the district using a cross-sectional study design that included eight secondary schools founded by the government and the church from four sub-counties: Nyakagyeme, Rukungiri municipality, Kebisoni, and Nyarushanje, with each sub-county providing two schools. The researcher discovered a number of factors related to school discipline, climate, and quality of students as having a considerable effect on students' academic performance at UCE. Lack of motivation by teachers and students, delayed fee payment and remittance of teachers' due allowances, inadequate teaching materials, limited strategies to improve academic performance by school authorities, and students' level of discipline were said to be some of the main reasons why schools performed averagely and poorly at UCE. It recommended improved welfare for teachers in order to attract and retain experienced and qualified teachers in respective schools; commitment by the schools' administration to improve academic performance at both local and national level examinations; students' involvement and participation to improve their own academic performance; and admission of students with good grades in senior one and upper level, especially candidate classes, as a way of reducing the number of failures at UCE.
Open Access
Impact of Teachers’ Qualification on Effective Teaching and Learning of Senior Four History Class in Kajara County Ntungamo District
(Kabale University, 2022) Mugoya, Peter
The study examined how teachers’ qualification impact effective teaching and learning of history to senior four students in Kajara County, Ntungamo District.The study employed a cross sectional survey design with both qualitative and quantitative approaches of data collection. Interviews, Focus Group Discussions, Documentary analysis and Questionnaire were used to collect data. The study population consisted of secondary school administrators, history teachers and students in selected private and government schools in Kajara County – Ntungamo District. A sample size of 251 was used. Quantitative data was analyzed with help of statistical package for social sciences (SPSS) while qualitative data was analyzed using content analysis. The major findings revealed that teachers’ use of communication skills facilitates effective teaching and learning of history to senior four students. It was found out that history teachers in the study area are audible, there is effective teacher-student rapport and improved student presentation skills as a result of effective teacher communication. Students attested that teachers’ communication skills have created positive attitude towards learning. Further, it was revealed that teacher’s use of explanation skills facilitates effective teaching and learning of history. Studies showed that teachers have clear history instructions and involve learners in history lesson activities. The study further revealed that teacher’s use of writing skills facilitates effective teaching and learning of history to senior four students. The study established that history teachers normally write to guide students in response to students’ feedback in a simple and clear language. The study concluded that teachers’ qualification has negligible influence on effective teaching and learning of history. Government and other stakeholders should come up with Continuous Teacher Development Programs to raise teachers’ professionalism to patch up the gaps in the teaching of history to senior four students.
Open Access
Teacher Rewards and their Performance: A Case Study of Selected Secondary Schools in Southern Division, Kabale Municipality
(Kabale University, 2021) Agnes, Nyinamasiko
This study aimed at establishing the influence of teachers’ rewards to job performance. The study was conducted in selected secondary schools in Southern Division of Kabale Municipality. The study used a cross sectional research design to generate data from 70 participants. The data collection methods used were questionnaire and interview guide. The study revealed that the reward practices (such as financial rewards and non -financial rewards) used in the selected secondary schools enhance staff participation and job performance. The worth of financial benefits and emoluments on teacher performance in secondary section were positive. Gifts allow schools to employ, retain and motivate competent teachers, rewards fulfill the expectations and aspirations of the teachers. Better reward for instructors were linked to good test scores for students. Rewarding teachers is a way of augmenting education outcomes in schools. Further, when properly paid, teachers are able to improve the test scores, it attracts and retain better teachers. Additionally, the study found out that non-monetary benefits al so have some posi t ive cont r ibut ions to improving teacher efficiency and effectiveness in secondary schools. Finally, the study recommends the revamping of the present in-service teacher training and development process. This is to provide opportunity for teachers to continuously retrain and retool their pedagogical methods so as to align them with the 21st study century skills .
Open Access
Staff Training Programmes and Teachers’ Job Performance in Selected Secondary Schools of Kanungu Town Council, Kanungu District
(Kabale University, 2022) Richard Bens, Agaba
The study assessed the role of staff training programmes on teachers’ job performance in selected secondary schools in Kanungu Town Council, Kanungu district. The study was guided by three objectives namely: To analyse staff training programmes geared towards teachers’ job performance employed by selected secondary schools of Kanungu Town Council; to examine the Teachers’ attitudes towards training among selected secondary schools of Kanungu Town Council; and, to find out the challenges that hinder the implementation of staff training programmes geared at improving teachers’ job performance in selected secondary schools of Kanungu Town Council. The study used a cross-sectional descriptive survey design with both quantitative and qualitative approaches of data collection and analysis. The study involved members of the District Education Office, Deputy Head Teachers, Directors of Studies, Head Teachers, Parents on Parents Teachers Association, Members of Board of Governors and teachers. A sample size of 173 was used. Questionnaires and interviews were used during data collection. Data was analysed using statistical package for social scientists’ (SPSS) version 20.0 later presented in tables, pie-charts, and graphs. The study findings indicated that the staff training programmes used in the schools included induction, seminars and workshops, UNEB Training of examiners about the basic requirements of UNEB as related to setting standard question papers and marking. This helped teachers to acquire basic skills and experiences in being efficient and guiding their students with best practices on question-and-answer approaches for greater academic performance. This study revealed that Teachers’ attitudes towards their performance in that positive perception on training programmes enhances the acceptability of the programme, and by extension, teacher performance. When training programmes lead to teachers’ new knowledge and skills, and result in promotions, then teachers have a positive perception of the training programmes. The study findings on whether there were any challenges that hindered the implementation of staff training programmes geared at improving teachers’ job performance included limited funds, teachers’ attitude towards training, resistance to change by teachers and lack of time by teachers due to work schedules and the affect teachers’ participation in training and their performance. The study recommended regular inspection related to staff training, facilitation of teachers by schools for staff training programmes, time allocation for staff training programmes on work plans, strengthening career development desk and bigger budget allocation for staff training.
Open Access
Teachers Welfare and their Performance in Government-Aided Primary Schools in Bubaare Sub-County, Rubanda District
(Kabale University, 2022) Bannet, Karegyeza
Teachers performance management is a continuous process for identifying, evaluating and developing the work performance of teachers, so that the goals and objectives of schools are more effectively achieved, while at the same time benefiting teachers. This study was carried out to examine the influence of teachers welfare on their performance in government-aided primary schools in Bubaare Sub-county in Rubanda District, South Western Uganda. The study used a cross-sectional survey research design. Both quantitative and qualitative approaches were utilized for data collection and analysis. Interview guides were used to collect qualitative data while a structured questionnaires instrument was used to collect quantitative data. The study participants were 74 teachers, 7 PTA leaders and 7 head teachers in the selected government-aided primary schools in Bubaare Sub-county, Rubanda District. The researcher used the systematic analysis method to analyse quantitative data and thematic data analysis to analyse qualitative data. The study found out that teachers welfare highly influenced their performance; and that school leaders attitudes highly influenced the teachers welfare in government-aided primary schools in Bubaare Sub-county, Rubanda District. The study concluded that government should lay strategies to ensure that staff accommodation/houses are conducive and adequate; adequate facilities are put in place for teachers’ satisfactory for improved performance; local communities and parents should support schools by providing food items to make meals (balanced diet) available to teachers; government should appreciate the significance of medical services for teachers in order to perform and health insurance schemes should be made available to teachers; government should provide more educational facilities such as working tables, sitting facilities, teaching materials and infrastructural facilities; and, PTA leaders and other stakeholders should lay strategies to provide teachers with allowances and other good working conditions.
Open Access
The Effect of Parents’ Socio-Economic Status on Girl Child Dropout in Selected Primary Schools in Ntungamo Municipality
(Kabale University, 2022) Annah, Turinawe
This study investigated the effect of parents’ socio-economic status on girl child dropout in selected primary schools in Ntungamo Municipality. This was conducted after realizing that there were many Girls in Ntungamo Municipality that had dropped out of school yet they were supposed to be studying. The study was guided by three specific objectives that included; identifying the causes of high girl child dropout in primary schools in Ntungamo Municipality, examining the effects of parents socio-economic status on high girl child dropout rate in primary schools in Ntungamo Municipality and establishing how the school environment influences high girl child dropout rate in Primary Schools in Ntungamo Municipality. A case study research design was adopted by this study. A mixed approach that included qualitative and quantitative approaches was employed. Using questionnaires and interview guide data collection tools, data was collected from 374 respondents that included female pupils, parents, teachers, head teachers and Municipal Education Officer. The collected data was later cross checked for completeness and analyzed with the aid of SPSS (Statistical Package for Social Sciences) computer package to develop frequencies, percentages and standard deviations. Later it was presented in form of tables for interpretation in Microsoft word. The first study objective about the causes of high child dropout in primary schools in Ntungamo Municipality found out that the major identified reason for girl child dropout was family issues such as poverty, beliefs as revealed by 46.6% respondents that were the majority. The second study objective about the effects of parents’ socio-economic status on high girl child dropout rate in primary schools in Ntungamo Municipality revealed that parents’ socio-economic status was not related to high girl child dropout in primary schools. The third study objective about the how the school environment influenced high girl child dropout rate in Primary Schools found out that school environment influenced the academic performance of pupils. The study makes recommendations to the concerned stakeholders including the government of Uganda, parents and girl children in Ntungamo Municipality for example; The government of the Republic of Uganda and other agencies like UNICEF are recommended to allocate girl voices in primaries and in the public so that they are catered for by providing all their required facilities including sanitary items so that they are not stigmatized and discouraged from attending schools.
Open Access
Utilization of Teacher Supervision Tool in Influencing Teacher Effectiveness in Secondary Schools in Rukungiri District – Uganda
(Kabale University, 2022) Evans, Tayebwa
Supervision is one of the major functions of management which is required for successful achievement of organizational goals and objectives. In Uganda, secondary education is one of the areas where supervision is a vital aspect required in order to meet educational goals. In 2017, the Ministry of Education and Sports (MOES) designed a Teacher Supervision Tool with the aim of standardizing support supervision in schools. The purpose of this study was to assess the utilization of Teacher Supervision Tool in secondary schools and its effect on teacher effectiveness in Rukungiri District, and was based on the Marzano Teacher focused Model of teacher effectiveness. The study applied a mixed methods research design which involved both quantitative and qualitative methods to collect and analyze data. Quantitative data were collected using questionnaires while qualitative data was collected using in-depth interviews. Study sample included 15 school administrators, 50 heads of department, 100 teachers and 85 students selected from the three constituencies in Rukungiri district. The study found out that the frequency of teacher support supervision was high and had positively affected teacher effectiveness in secondary schools in Rukungiri district. One sample T- test results at 95% level of confidence revealed a P- value of 0.00 (<0.05), showing significant difference between support supervision and teacher effectiveness. It also found out that teacher appraisal positively affects teacher effectiveness in secondary schools. T-test results at 95% confidence level also revealed a P- value of 0.00 (>0.05) which shows a significant difference between teacher appraisal and teacher effectiveness. This has been achieved through mentorship, time management, collaborative teaching and professional growth. The study therefore recommends that secondary schools should be facilitated in terms of supply of the Teacher Supervision Tool (TST) temperate books and stationery to reduce the costs of supervision. It also recommends vigilance in Ministry of Education and Sports and School Board of Governors in ensuring that supervision reports are submitted to them regularly and on time to augment the results of teacher support supervision.
Open Access
Examining the Influence of Covid-19 Pandemic on Female Students’ Education in Secondary Schools in Kisoro Municipality, Uganda
(Kabale University, 2022) Hadijah, Nalule
Globally, Covid-19 pandemic has threatened the education of students at all level of study. In Uganda, documented and undocumented reports reveal that female students experienced multiple challenges due to the closure of schools for close to two years from March 2020 to January 2022. The study employed a combination of both quantitative and qualitative approaches. The quantitative approach used was a questionnaire and the qualitative approaches included use of interviews and documentary analysis. To properly understand these challenges, my study used simple random sampling to recruit 228 students and 92 teachers from five selected secondary schools in Kisoro Municipality. Additionally, five head teachers were purposely sampled from the selected secondary schools. The major findings revealed that the closures of schools and other learning institutions have exposed young girls to multiple challenges such as sexual assaults, sexual harassment, early pregnancy, and school dropouts. The study concluded that Covid-19 has been a disaster on the education sector in Uganda. The closure of its international borders was a necessary and important measure to control the disease, but it had the immediate effect of closing down most of the sectors. Consequently, it is realistic to say that education is the hardest hit sector in the Ugandan economy since students spent almost two years without physically appearing in school.
Open Access
School Infrastructure Utilization and Students’ Academic Performance of Secondary Schools in Kajara County, Ntungamo District
(Kabale University, 2020) Doreen, Ahumuza
The study examined the influence of school infrastructure utilization on learners’ academic performance in Kajara county, Ntungamo District. The study was guided by the following objectives: to examine how physical infrastructure affects students’ performance in Kajara county, Ntungamo District; to establish how co-curricular infrastructure affects students’ performance in Kajara county, Ntungamo District; and, to analyze how health and sanitation infrastructure affects students' performance in Kajara county, Ntungamo District. The researcher used a cross-sectional survey design with both qualitative and quantitative approaches. The study population consisted of head teachers, teachers, health workers and students from candidate classes. A sample size of 148 respondents consisting of 6 head teachers, 6 health officers, 118 students and 18 teachers. The study used both questionnaires and interviews as methods of data collection. After quantitative data was collected, edited, coded and then entered on computer using the Statistical Programme for Social Scientists (SPSS). The relationship between the independent and dependent variable was tested using the Pearson product moment correlation coefficient. Thematic analysis was used during qualitative data analysis. The study found out that there is a strong positive correlation between physical infrastructure and students’ academic performance. This confirms that when the school has sufficient physical infrastructure, there is a high possibility of performing highly academically. The study found out that there is a weak but significant relationship between co-curricular facilities and students’ academic performance. This shows that even when co-curricular facilities are important towards influencing students’ academic performance, their influence largely depends on other factors. The study further found out that there is a strong positive correlation between health and sanitation facilities and students’ academic performance. This is an indication that sanitation facilities in secondary schools have a strong bearing towards influencing students’ academic performance. It can therefore be concluded that there is a strong significant relationship between physical infrastructure, co-curricular facilities, sanitation facilities and students’ academic performance in secondary schools in Kajara County, Ntungamo District. The study recommended that the government should allocate more funding to public secondary schools for construction of adequate learning physical facilities while private secondary schools should be compelled to do so.
Open Access
The Role of Motivation in Mitigating Teacher Turnover in Selected Universal Secondary Schools of Rukiga District
(Kabale University, 2019) Isaiah, Bakangisa
This study examined the role of motivation in mitigating teacher turnover in selected Universal secondary schools in Rukiga District. It was guided by the following objectives: to identify the role of rewards in mitigating teachers’ turnover in selected USE Schools of Rukiga District; to find out the role of promotion in mitigating Teachers’ turnover in the selected USE Schools in Rukiga District; and, to analyse the role of in-service training in mitigating Teachers’ turnover used in selected USE Schools of Rukiga District. The study used cross-sectional survey whereby data was collected from a large number of respondents at a particular time. Both qualitative and quantitative approaches to data collection were used. Interviews were used as a qualitative tool while a questionnaire with open and close-ended questions was used as quantitative tool to data collection. The study comprised all the 139 teachers, 3 head teachers and 3 Director of Studies in the selected USE schools in Rukiga District. The study used purposive sampling and simple random sampling to select head teachers, director of studies and teachers. The researcher used systematic analysis method to analyse quantitative data and thematic data analysis to analyse qualitative data. The study findings on rewards showed that rewards promote relationship between head teachers and teachers. The study findings on promotions showed that promotions help to improve teachers’ performance by making them committed to their job. The study findings on in-service training showed that in-service trainings increase teachers’ skills. It was concluded that there are low or decreasing rewards, limited or no promotions and limited opportunities for in-service trainings to teachers in the selected USE schools in Rukiga District which leads to a high rate of teacher turnover. The study recommends that adequate rewards, fair and timely promotions, and routine in-service trainings should be provided to teachers in the selected USE schools of Rukiga District in order to reduce rising teacher turnover