Department of Foundations, Distance & Lifelong Learning (Vocational Education) Collections

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Browsing Department of Foundations, Distance & Lifelong Learning (Vocational Education) Collections by Author "Barigye, Enock"

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    CLINICAL SUPERVISION AND TEACHERS’ PREPARATION FOR TEACHING IN UNIVERSAL PRIMARY EDUCATION SCHOOLS OF MBARARA CITY IN SOUTHWESTERN UGANDA
    (Bishop Stuart University, 2023) Nkwasiibwe, Wilber; Barigye, Enock; Tibanyendera, Basil
    This study determined the relationship between clinical supervision and teachers’ preparation for teaching. It employed a cross sectional research design where a quantitative approach was used. The researcher used a sample size of 268 respondents. The study findings showed a strong positive statistically significant relationship between clinical supervision and teachers’ preparation (r =0.913**, p = 0.004). It was concluded that there is a significant relationship between clinical supervision and teachers’ preparation for teaching in Universal Primary Education Schools of Mbarara City. The government and the Ministry of Education and Sports should provide policy guidelines and clinical supervision materials to all the head teachers to facilitate the implementation of clinical supervision by head teachers in Universal Primary Education Schools
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    Parental Monitoring and Engagement of Secondary School Students During Covid-19 Lockdown in Kakoba Ward, Mbarara City South, Uganda
    (East African Journal of Education Studies, 2023) Twesigye, Mackey; Barigye, Enock; Tibanyendera, Basil
    The purpose of this study was to investigate parental monitoring and engagement of secondary school students during the COVID-19 Lockdown in Kakoba ward, Mbarara City, Uganda. The study adopted both descriptive and correlational research designs for data collection and analysis. Information was collected from 93 respondents using a questionnaire and interview guide. The factor analysis of items of parental monitoring data generated three factors: parents’ study monitoring, parents’ network monitoring, and parents’ activeness in the student’s studies. The informants’ views provided more insights into the factors, including timetable, checking on the work covered and giving quiz gave more insights. Factor 1- Parents’ study monitoring mirrored networking with other parents. Factor 2 - Parents’ network monitoring - attending classes with children while Factor 3 - Parents’ activeness in studies. The study rejected the null hypothesis that parental monitoring does not significantly influence the engagement of secondary school students. This calls for the strengthening of the relationship between parental monitoring and engagement of secondary school students.
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    Teachers’ Professional Development Programmes and Quality of Teaching in Primary Schools in Kitagwenda District
    (American Research Journal of Humanities & Social Science (ARJHSS), 2023) Jovanice, Ainembabazi; Barigye, Enock; Tutegyereize, Jean
    : The study investigated the influence of Teachers’ Professional Development Programmes on the Quality of Teaching in Primary Schools in Kitagwenda District. The study adopted cross-sectional survey design and used mixed method strategy to collect data specifically concurrent triangulation strategy was used. The study population included 137 respondents and samples size was 117 respondents who included DEO, inspectors, CCTS, SMC, PTA, head teachers, teachers. Data was collected using questionnaires and interview guides. Quantitative data was analyzed using descriptive statistics using SPSS. Qualitative data was analyzed using thematic and content analysis. It was found that PDPs created more opportunity on teacher collaboration for 56% of teachers; it creates opportunities for teachers to share best practices; PDPs help in improving in pupil learning and achievement; teachers’ relationship with pupils become more positive than before; improved sense of Teachers’ Professionalism. Based on the study findings, the researcher recommended that that teamwork should be maintained for the education system to move on smoothly since it helps teachers accomplish their tasks in time both in their presence and absence.