Browsing by Author "Dr. Basil Tibanyendera (PhD)"

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    The Relationship Between Career Guidance Programs and Students’ Choice of Subjects in Government Aided Secondary Schools of Ruhaama County, Ntungamo District
    (The Advanced Global Journal of Research, 2025-09) Denis Kamuntu Tindiwensi; Dr. Basil Tibanyendera (PhD); Dr. Irene Aheisibwe (PhD)
    This study investigated the relationship between career guidance programs and students' choice of subjects in government-aided secondary schools in Ruhaama County, Ntungamo District. A cross-sectional research design was employed, utilizing both quantitative and qualitative approaches. Data were collected from 346 respondents, including District Education Officers, head teachers, teachers, and students, through questionnaires and interviews. The findings revealed that the majority of respondents rated the quality of career guidance programs positively, although there was moderate disagreement regarding their effectiveness in aligning subjects with students' future goals. Determinants of subject choice included academic strengths, peer recommendations, and career goals. A significant correlation (r = 0.65, p = 0.012) was found between the quality of career guidance programs and students' subject choices. The study concluded that high-quality, well-organized career guidance programs lead to more informed subject selections, while academic strengths and peer advice were strong determinants. However, the availability of resources had a negligible impact. Recommendations include allocating more government resources to enhance career guidance programs, integrating these programs into the curriculum by head teachers, and encouraging students to actively engage with available career guidance resources. Further research is also recommended to explore the long-term impacts of these programs on subject choices and career outcomes.
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    The Relationship Between Work-Life Balance and Female Teachers' Performance in Government Aided Secondary Schools in Bushenyi District
    (The Advanced Global Journal of Research, 2025-09) Joan Akansiima; Dr. Basil Tibanyendera (PhD); Dr. Anna Otwine (PhD)
    This study examined the relationship between work-life balance and female teachers’ performance in government-aided secondary schools in Bushenyi District, Uganda. A descriptive research design was adopted, combining both qualitative and quantitative approaches. Data were collected using structured questionnaires administered to 191 randomly selected female teachers and interviews conducted with 14 purposively selected headteachers and one District Education Officer. Quantitative data were analyzed using descriptive statistics and Pearson correlation, while qualitative data were analyzed thematically. The findings revealed a statistically significant and positive relationship (r = 0.665, p < .01) between work-life balance and job performance, indicating that improved personal well-being is associated with enhanced professional outcomes. The study recommends that education stakeholders develop clear policies on flexible scheduling, invest in childcare and mental health services, and institutionalize performance appraisal systems. Promoting work-life balance as a leadership priority can create an enabling environment that supports female teachers in achieving optimal performance.