Browsing by Author "Asiimwe Moses Bakyene"

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Teachers’ Use of Managerial Skills and Learners’ Lesson Engagement In Government-Aided Secondary Schools of Buhweju District
(Bishop Stuart University, 2025-04-16) Asiimwe Moses Bakyene
The study was about teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The purpose of the study was to establish the relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. Objectives of the study were to assess the level of teachers’ use of managerial skills in Government-aided secondary schools of Buhweju District, to determine the quality of methods of Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District and to establish the relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The study adopted a correlational research design. The study population included District inspector of schools, District Education Officer, headteachers and teachers. A sample size was 176. The study employed interviews and observations as research methods. The researcher developed the interview guide and observation check lists as the data collection instruments. Qualitative data was analyzed thematically by organizing, interpreting, and drawing conclusions while Quantitative data from the observations was analyzed using descriptive statistics. Statistical Package for Social Sciences (SPSS) version 20.0 was used to analyze the quantitative data. The study findings showed a moderate positive statistically significant relationship between teachers’ use of managerial skills and Learners’ Lesson engagement (r =0.512**, p = 0.000). It was concluded that there is a significant relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The study recommended that the District Education Officer, District Inspector of Schools and headteachers should organize workshops and training sessions, implement mechanisms to monitor and evaluate the effectiveness of teachers and establish mentorship programs to improve teachers’ managerial skills. Teachers should attend to continuous professional development courses, collaborate with administrators to develop a comprehensive policy outlining acceptable quality of methods of Learners’ Lesson engagement.
The Relationship Between Teachers’ Use of Managerial Skills and Class Control in Secondary Schools of Buhweju District
(International Journal of Scientific Research and Engineering Development, 2024-07) Asiimwe Moses Bakyene; Basil Tibanyendera; Barigye Enoch
The study was about teachers’ use of managerial skills and class control in secondary schools in Buhweju District. The study adopted a correlational research design. The study population included the District Inspector of Schools, District Education Officer, headteachers, and teachers. The sample size was 176. The study employed interviews and observations as research methods. The researcher developed the interview guide and observation checklists as data collection instruments. Qualitative data was analyzed thematically by organizing, interpreting, and drawing conclusions, while quantitative data from the observations was analyzed using descriptive statistics. The Statistical Package for Social Sciences (SPSS) version 20.0 was used to analyze the quantitative data. The study findings showed a moderate positive statistically significant relationship between teachers’ use of managerial skills and class control (r = 0.512**, p = 0.000). It was concluded that there is a significant relationship between teachers’ use of managerial skills and class control in secondary schools in Buhweju District. The study recommended that the District Education Officer, District Inspector of Schools, and headteachers organize workshops and training sessions, implement mechanisms to monitor and evaluate the effectiveness of teachers, and establish mentorship programs to improve teachers’ managerial skills. Teachers should attend continuous professional development courses and collaborate with administrators to develop a comprehensive policy outlining acceptable methods of class control.