Browsing by Author "Rev. Dr. Judith Arinaitwe"

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Availability of teaching materials and teachers’ preparedness in the implementation of the lower secondary curriculum in government- aided schools in Mbarara city, South. A descriptive survey study
(Student’s Journal of Health Research Africa, 2025-06) Samuel Muramuzi; Dr. Enock Barigye; Rev. Dr. Judith Arinaitwe
Background The successful implementation of the Lower Secondary Curriculum in government-aided schools depends heavily on the availability and effective use of relevant teaching and learning materials. The study aimed at investigating the availability and accessibility of teaching materials in the preparedness of the teachers in the implementation of the Lower Secondary Curriculum in Government Aided schools in Mbarara City South, Uganda. Methodology This study employed a descriptive survey research design, targeting participants including city inspectors of schools, teachers, headteachers, and directors of studies, with a sample size of 199. Data was collected using questionnaires and interview guides, analyzed using SPSS for descriptive statistics, and presented thematically. Results 199 respondents participated in this study, among teachers, 65 (53.7%) were male, while 56 (46.3%) were female, majority of headteachers (n = 4, 66.7%) and directors of studies (n = 4, 66.7%) were male, with only 2 females (33.3%) in each of these roles. The findings reported the availability of teaching materials in implementing the Lower Secondary Curriculum in government-aided schools in Mbarara City South (mean score = 3.90), majority of respondents agreed with the statement that teaching materials are sufficient for every learner, where 44 (36.4%) strongly agreed, 43 (35.5%) agreed, and 3 (2.5%) did not give a response. More than half of the respondents, 62 (51.2%), agreed that the computer laboratory was well equipped, while 27 (22.3%) strongly agreed. However, 19 (15.7%) remained undecided, and only 13 (10.8%) disagreed. Qualitative insights reported the need for increased government funding, retooling of teachers, and infrastructural improvements. Conclusion The systemic challenges, such as inadequate resources and overcrowding, affect curriculum implementation.Recommendation Stakeholders should prioritize the provision of adequate teaching materials to support effective curriculum adoption and improve education quality.
Participation in Scripture Union and Students' Discipline in Government-Aided Secondary Schools in Nyabushozi County in Kiruhura District
(International Journal of Scientific Research and Engineering Development, 2025-10) Nuwagaba Elly; Dr. Richard Twebaze; Rev. Dr. Judith Arinaitwe
This study examined the level of student participation in Scripture Union (SU) activities in government secondary schools in Nyabushozi County, Kiruhura District. A qualitative research design was adopted to gain in-depth insights into students’ experiences and the perceptions of key stakeholders. The study engaged 333 purposively selected participants, including 224 students, 67 teachers, 4 chaplains, and 38 parents. Data were collected through open-ended questionnaires with students, semi-structured interviews with teachers and chaplains, and focus group discussions with parents. Thematic analysis guided data interpretation. Findings revealed that student participation in SU was generally high and sustained, with members consistently attending Bible study, worship sessions, leadership training, and outreach activities. Teachers and chaplains confirmed that students actively engaged in both school-based and weekend fellowship programs, while parents observed that SU participation positively influenced their children’s behavior at home. Scripture Union also emerged as a platform for nurturing leadership skills, responsibility, and discipline among students, with senior members mentoring juniors and coordinating activities. Despite this overall high participation, some variation was noted, as a few students attended irregularly due to academic demands or peer influence. The study concludes that SU serves as a central fellowship that meaningfully engages students, fosters discipline, and encourages long-term commitment to spiritual and moral development. It is recommended that schools support SU by incorporating it into timetables, providing leadership opportunities, and encouraging broader student involvement to maximize the fellowship’s transformative potential.
Remuneration and Teachers’ Performance in Universal Primary Schools in Kashari South County, Mbarara District
(International Journal of Scientific Research and Engineering Development, 2024) Muhanguzi David Kaniga; Dr. Sudi Balimutajjo (PhD); Rev. Dr. Judith Arinaitwe
The study was about remuneration and teachers’ performance in Universal Primary Schools in Kashari South County, Mbarara district. The purpose of the study was to establish the relationship between the variables. The objectives of the study were to examine the impact of remuneration of teachers, to assess the level of teachers’ performance and to establish the relationship between remuneration and teachers’ performance in Kashari South County, Mbarara District. Qualitative and quantitative data was gathered in order to establish the relationship between the independent and dependent variables. The data was collected from a total population of 81 respondents including teachers, head teachers and district education officials. Data was presented in tabular form with mean scores and percentages. The study findings agreed that Remuneration affects the teachers’ performance in that the feelings and learning of pupils consequently relies on the quality of remuneration. The study recommended that; Government should put in place strategies like improving teachers’ salaries periodically, promotion and recognition of teachers in order to improve on their performance. Furthermore, the government should put up strategies to ensure that teachers’ accommodation is conducive and adequate. Government should also look into payment of allowances to teachers such as duty allowances and overload allowances. It should also be noted that teachers should be paid according to their qualifications.