Browsing by Author "Judith Arinaitwe"

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An Examination of the Challenges in Balancing Administrative Responsibilities, Teaching Loads, And Career Advancement through Publications in Ugandan Private Universities
(International Journal of Research in Education Humanities and Commerce, 2025) Judith Arinaitwe; Arthur Ahumuza
Balancing administrative responsibilities, teaching loads, and career advancement through publications is a key requirement for academic staff in private universities in Uganda. This study aimed to investigate the challenges faced in balancing these aspects in Ugandan private universities. Three specific objectives guided the study: exploring the impacts of administrative duties on faculty members; understanding how heavy teaching loads affect research productivity and career progression; and examining how publication demands influence faculty members' career development prospects. The study used a qualitative research design, employing a desk review methodology that involved analysing existing secondary data and information from various sources, including reports, databases, publications, and online resources, to highlight underlying issues related to the research problem. The findings indicated that faculty members face work-life balance and well-being issues that impact publication output. It was also established that heavy teaching loads hinder research productivity and career advancement. The study recommends that publications in Ugandan private universities should be achieved by the teaching staff, and emphasizes the need to balance administrative responsibilities and teaching loads to support career development.
Community Participation and Retention of Learners in Government-Aided Secondary Schools in Kazo Sub-County, Kazo District
(East African Nature & Science Organization, 2025-07-10) Tumusiime VanMark; Irene Aheisibwe; Judith Arinaitwe
This study investigates the influence of community participation on the retention of learners in government-aided secondary schools in Kazo Sub-County, Kazo District, Uganda. The primary objectives were to assess the current retention rates, identify the levels and forms of community involvement, and examine the relationship between community participation and retention of learners. A mixed methods approach was employed, combining quantitative data from structured questionnaires administered to learners, teachers, and key stakeholders, with qualitative insights from interviews with district officials, headteachers, and PTA members. The sample comprised 341 respondents selected through purposive and random sampling techniques. Data analysis involved descriptive statistics and Pearson correlation to establish relationships. Results indicated a generally positive perception of community participation's role in retention, with frequent PTA meetings, community support for infrastructure, and local leadership involvement being prominent factors. Quantitative analysis revealed a weak but significant positive correlation (r=0.134, p=0.009) between community participation and learner retention. The findings conclude that while community involvement contributes to improved retention, other factors also influence learner persistence. The study recommends increasing community engagement efforts, strengthening school-community partnerships, and implementing policies that formally recognise community roles in education. The study contributes to the limited literature on rural pastoral communities, emphasising the need for targeted interventions to enhance learner retention through active community involvement.
Human Resource Development Practices and Job Performance of Academic Staff: A Case of Mbarara University of Science and Technology in South Western Uganda
(G-Card, 2021-01) Judith Arinaitwe; Enock Barigye, PhD; Basil Tibanyendera, PhD
This study investigated the relationship between human resource development practices and job performance of academic staff at Mbarara University of Science and Technology. The human resource development practices in relation to job performance of academic staff were performance appraisal, training and promotion. The study used the correlational research design on a sample of 150 respondents with data collected using a questionnaire survey. Data were analysed using quantitative methods. Descriptive results revealed that performance of academic staff was high. The implementation of performance appraisal was fair (moderate). Regression results showed that training and promotion had positive and significant influence on job performance of academic staff. Nevertheless, the influence of performance appraisal on job performance of academic staff was not significant. Therefore, it was concluded that the implementation of performance appraisal was weak to have a significant influence on performance of academic staff. Training was essential for performance of academic staff in the university and promotion was a prerequisite for performance of academic staff. Hence, it was recommended that human resource director and administrators in the university should strengthen the implementation of performance appraisal, training should be prioritized to enhance performance of academic staff in the university and promotion should be given significant priority to promote performance of academic staff.
Laboratory Materials Usage and Physics Practical Skills Acquisition among S.3 Students of Isingiro North County, Isingiro District
(East African Nature & Science Organization, 2025-09) Isaac Opio; Richard Twebaze; Judith Arinaitwe
This study examined the relationship between laboratory material usage and physics practical skills acquisition among Senior Three (S.3) students in Isingiro North County, Isingiro District, Uganda. The main objective was to evaluate the practical effect of laboratory material usage skills acquisition. The specific objective was to assess the extent of laboratory material usage among Senior Three (S.3) students in Isingiro North County, Isingiro District. A descriptive cross-sectional design was used, targeting 480 S.3 students, 12 physics teachers, and 6 laboratory attendants from six secondary schools. A sample of 162 participants was selected using stratified random and purposive sampling. Data were collected using questionnaires, interviews, and observational checklists, and analysed using SPSS for quantitative and thematic analysis for qualitative. Key findings revealed inconsistent laboratory material adequacy, with 40.3% of students reporting sufficient apparatus, but 86.8% lacked access to ICT tools. The study concluded that while basic laboratory resources were available, their inadequacy and the near-total absence of ICT tools hindered effective practical learning. Although students possessed basic skills, they struggled with advanced competencies like error analysis and independent experimentation. The study recommends increasing laboratory material quantities, investing in ICT infrastructure, and training teachers in resource utilisation. Policymakers should allocate targeted funding to rural schools to reduce resource gaps and improve physics practical learning outcomes.
Liberalization of Primary Education and Examination Malpractice in Mbarara City North, Western Uganda.
(International Journal of Scientific Research and Engineering Development, 2024) Ntare Denis; Enock Barigye; Judith Arinaitwe
The study examined the relationship between liberalization of primary education and examination mal practice in Mbarara City North. The study was guided by the following objectives; i) to assess the ways of liberalization of primary education in primary schools of Mbarara City North. ii) to examine the forms of examination Malpractices in primary schools of Mbarara City North. iii) to establish the relationship between liberalization of education and examination mal practice in primary schools of Mbarara City North. This study adopted a correlation research design. The study population comprised of the City Inspector of School, City Education Officer, School Management Committee, Headteachers, Teachers, and p.6 Pupils that sat for p.7 external promotional exams and currently in primary seven. The sample size of 468 was used. Purposive sampling and simple random sampling was employed to sample respondents. Data collection methods were self-administered questionnaires and interview guides. Data was analysed by both qualitative and quantitative data analysis. The findings on objective 1 underscore several factors contributing to the enhancement of the teaching and learning process like quality of the school environment, availability of resources, consistent pupil attendance, and parental contributions all play significant roles in fostering a conducive learning atmosphere. The findings on objective 2 suggest that examination malpractices were prevalent in primary schools in form of examination leakage, external assistance provided to pupils, corrupt practices involving stakeholders and examination officials, hiring others to take exams, invigilators extending extra time, and answer sheet substitution during examinations. These results underscore with substantial agreement that examination leakage, external assistance to pupils, corrupt practices involving stakeholders and officials, hiring proxies for exams, extending extra time, and answer sheet substitution are occurring, it's clear that the integrity of assessments is compromised. Findings on objective 3 revealed a significant positive correlation (r = 0.234, p < 0.01) between the liberalization of primary education and examination malpractice in Mbarara City North primary schools highlights the importance of a balanced approach to educational reform. Recommendations to the study were Strengthen examination security measures, Promote ethical conduct and integrity, Enhance monitoring and surveillance, Standardize examination procedures, Strengthen accountability mechanisms, Foster a culture of academic integrity, Conduct comprehensive impact assessments, Integrate integrity into reform strategies and Continuous review and adaptation
Parenting Styles and Pupils’ Morals in Upper Primary Schools of Kabula County, Lyantonde District
(East African Journal of Education Studies, 2024) Frederick Musiimenta; Sudi Balimutajjo; Judith Arinaitwe
The purpose of the study was to examine the relationship between parenting style and pupils’ morals in upper primary schools of Kabula County, Lyantonde District. Specifically, to examine the effects of single parenting style on pupils’ morals in upper primary schools; to assess the influence of co-operating style on pupils’ morals in upper primary schools and to establish the effect of co-opted parenting style on pupils’ morals in upper primary schools of Kabula County, Lyantonde District. A cross-sectional design was employed using both quantitative and qualitative approaches to allow triangulation. Both simple random sampling and purposive sampling techniques were applied to select respondents. Data was analysed with descriptive, inferential statistical techniques and thematic analysis. Descriptive statistics involved the use of frequencies and mean while inferential statistics included Pearson correlation and multiple regression analysis. It was revealed and concluded that there is a significant positive correlation coefficient between single parenting style and the level of pupils' moral development in upper primary schools. It was concluded that there is a significant positive correlation between co-parenting style and pupils' moral development in upper primary school education. It was further indicated a statistically significant positive correlation between co-opted parenting style and the level of pupils' morals in upper primary schools. It was recommended to organize parenting workshops in Lyantonde district to educate single parents, co-parents, and co-opted parents about effective parenting styles which would provide information on positive parenting practices that contribute to the moral development of children. It was also recommended to establish parenting support groups where parents can share experiences, challenges, and successes related to their parenting styles. It was recommended that the promotion of increased parental involvement in schools fosters collaboration between parents and educators.
Relationship between Community Involvement and Protection of Girl Child against Sexual Abuse:
(American Research Journal of Humanities & Social Science (ARJHSS), 2024) Karetwa Michael Kahigiriza; Denis Kintu; Judith Arinaitwe; Enock Barigye
The study was about Community Involvement and Protection of the Girl Child against Sexual Abuse: A Case Study of Selected Primary Schools in Mbarara City South. The study aims to identify different forms of girl child sexual abuse in Mbarara City South, explore different ways of community involvement in the protection of the girl child against sexual abuse, and establish the relationship between community involvement and protection of the girl child against sexual abuse in Mbarara City South. The study used cross-sectional research design. The study targets head teachers, PTA members, teachers, community leaders, and pupils, with a total of 180 respondents. The study findings examined the various forms of girl child sexual abuse in Mbarara City South, the study reveals alarming instances of physical abuse, overt exposure to sexual content in schools, verbal abuse, exploitation, grooming, and even cases of human trafficking. The gravity of these findings underscores the immediate need for targeted interventions, emphasizing the importance of early recognition, community vigilance, and comprehensive strategies to address both online and offline abuse. The findings highlight crucial strategies for community involvement in protecting girl children against sexual abuse. Education and awareness campaigns, financial and material support to schools, community watch programs, guidance and counseling for teachers, and evaluation and improvement initiatives emerge as key components of an effective community-based approach. These strategies collectively contribute to creating a supportive environment, fostering awareness, and encouraging active participation in initiatives aimed at preventing and addressing girl child sexual abuse. The study concludes that community involvement plays a crucial role in protecting the girl child against sexual abuse in Mbarara City South. The findings demonstrate a moderately strong positive correlation between community engagement and initiatives aimed at safeguarding girls, emphasizing the need for heightened awareness, education, and mobilization efforts. Recommendations include developing strategies to enhance community engagement by addressing identified gaps, such as targeted communication campaigns, community forums, and incentives to encourage active participation in initiatives related to girl child protection. Empowering community leaders through capacity- building programs is also recommended to equip them with the knowledge and skills necessary to lead and support community-wide efforts against girl child sexual abuse.
Religious Beliefs, Spiritual Practices, and Mental Health Help-Seeking Behavior among Adults in Uganda: Examining Barriers and Facilitators to Professional Mental Healthcare Utilization
(International Journal of Research in Education Humanities and Commerce, 2026-08) Judith Arinaitwe; Arthur Ahumuza; Israel Mwebembezi; Syson Amutuhaire
Mental health disorders represent a significant public health challenge in Uganda, where access to professional mental healthcare remains constrained by limited resources, inadequate mental health literacy, and persistent stigma. Religion plays a central role in Ugandan society and substantially influences health beliefs, coping strategies, and healthcare-seeking behaviours. However, the relationship between religious beliefs, spiritual practices, and professional mental health help-seeking remains underexplored. This study examined how religious beliefs and spiritual practices shape attitudes toward professional mental health help-seeking among individuals in Uganda and identified the religious, social, and structural factors that function as barriers and facilitators to mental healthcare utilisation. The study employed a qualitative secondary data review design within an interpretivist paradigm. A comprehensive search of peer-reviewed and grey literature published between 2000 and 2025 was conducted using PubMed, Scopus, PsycINFO, Web of Science, Google Scholar, African Journals Online, and relevant policy repositories. Data were synthesised thematically following the principles of qualitative evidence synthesis and guided by the Network-Episode Model of help-seeking behaviour. The review identified five interrelated themes: religious interpretations of mental illness; faith-based coping and pathways to care; stigma and social norms within religious communities; the role of religious leaders as gatekeepers and referral agents; and opportunities for collaboration between faith-based organisations and formal mental health services. Findings indicate that religious beliefs function as both barriers and facilitators to professional help-seeking. Spiritual explanations of mental illness, including beliefs in witchcraft, demonic possession, and divine punishment, may delay access to professional care. Conversely, faith communities provide emotional support, strengthen resilience, reduce social isolation, and facilitate referrals when religious leaders possess adequate mental health literacy. The study concludes that faith-sensitive mental health interventions and stronger partnerships between mental health providers and religious institutions are essential for reducing stigma, improving mental health literacy, and enhancing access to professional mental healthcare.
The Relationship Between Parental Involvement and Learners` Academic Achievement in Competence Based Curriculum in Secondary Schools in Kazo County, Kazo District
(International Journal of Scientific Research and Engineering Development-, 2024) Tumwesigye John Bosco; Barigye Enock; Judith Arinaitwe
The study examined the relationship between parental involvement and learners’ academic achievement in a competency-based curriculum in secondary schools in Kazo District. It was guided by the following objectives: to establish the level of parental involvement, to assess learners' academic achievement in the competency- based curriculum, and to examine the relationship between parental involvement and learners' academic achievement in secondary schools. A cross-sectional design was adopted for this study. Ten secondary schools in Kazo District, with a total population of 254 respondents including one DEO, one Inspector of Schools, 32 Parent Representatives, 10 Head Teachers, 53 Student Leaders, 147 Teachers, and 10 SMC Chairpersons, were considered. Data were obtained through questionnaires, interviews, and direct observation. Quantitative data were analyzed using the Statistical Package for the Social Sciences (SPSS) Version 21 software. Descriptive statistics were used for analysis. Qualitative data collected from interviews were sorted and organized into themes. The findings indicated a statistically significant relationship between parental involvement and learners' academic achievement in the competency-based curriculum in secondary schools in Kazo County, with a p- value of 0.005 (p < 0.01). It was concluded that there was strong commitment from parents in Kazo County to support their children's education. Parents actively participated in various aspects, from ensuring proper uniforms to contributing financially to school meals. The study identified a statistically significant link between parental involvement and student achievement. It was recommended that school administrators organize meetings and events at times convenient for working parents to maximize participation.
Utilisation of ICT Tools and Teaching and Learning of ICT subject in A-Level Government Secondary Schools of Bukanga North, Isingiro District.
(East African Journal of Education Studies, 2025-09-29) Kanyesigye Stellah; Asaph Kabakyenga; Judith Arinaitwe
The study assessed the utilisation of ICT tools in teaching and learning of ICT subject in A-Level government secondary schools of Bukanga North, Isingiro District. The main objective was to assess the utilization of ICT tools in teaching and learning ICT subject, with specific objectives to: examine whether the existing ICT tools are utilized in the teaching and learning of ICT as a subject; assess the effect of ICT tools on students' learning outcomes in ICT subject; and establish the relationship between the utilization of ICT tools and teaching and learning of ICT subject in A’ Level government secondary schools. The study adopted a descriptive survey research design targeting 214 participants, including 01 District Education Officer, 03 headteachers, 30 teachers, and 180 students. A sample size of 150 was selected using purposive, stratified, and simple random sampling techniques. Data were collected through questionnaires, interviews, and observation checklists, and analysed using SPSS version 24. Results revealed that ICT tools such as computers, projectors, and internet connectivity are moderately utilised (M = 3.72, SD = 0.87). ICT tools significantly improved student learning outcomes, including performance, digital skills acquisition, and motivation (M = 3.90, SD = 0.78). The study concluded that while ICT tools enhance lesson delivery and student engagement, challenges such as inadequate infrastructure, irregular power supply, and limited teacher training persist. The study recommends increased investment in ICT infrastructure, teacher capacity- building, and policy support for sustainable ICT integration.