Browsing by Author "Tibanyendera, Basil"

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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
Human Resource Development Practices and Job Performance of Academic Staff of Bishop Stuart University
(ERRCD Forum, 2024-07) Arinaitwe, Judith; Mwesigye, Adrian; Tibanyendera, Basil
This study examined human resource devel- opment practices and their impact on academic staff per- formance. Specifically, it investigated whether training, promotion, job enrichment and organisational policies significantly influence the job performance of academic staff. The study surveyed 158 academic staff members at Bishop Stuart University in Uganda using a quantitative approach and a correlational research design. Data were collected through self-administered questionnaires and analysed using partial least squares structural equation modelling (PLS-SEM). The findings revealed that job en- richment and organisational policies had a positive and significant impact on academic staff performance. In con- trast, training had a negative but significant influence on academic staff performance, and promotion had a posi- tive but insignificant influence on the job performance of academic staff. The study concluded that effective human resource practices, specifically job enrichment and organ- isational policies, play a crucial role in enhancing aca- demic staff performance. However, limited training op- portunities hindered the performance of academic staff. Furthermore, unsatisfactory promotion practices mini- mally contribute to the job performance of academic staff. The study recommended that university managers imple- ment human resource development practices, namely job enrichment, organisational policies, training, and promotion, to promote job performance
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.
Technology Use and Job Performance of Academic Staff of Bishop Stuart University
(East African Journal of Interdisciplinary Studies, 2024-07) Arinaitwe, Judith; Mwesigye, Adrian; Tibanyendera, Basil
The study investigated the impact of technology use on job performance of academic staff. In particular, the study examined the influence of teaching technological use, managerial technological use, and research technological use on job performance of academic staff. Utilising a quantitative research approach, the study employed a correlational research design on a sample of 158 academic staff of Bishop Stuart University in Uganda. Data was collected using a self-administered questionnaire (SAQ). Data was analysed using descriptive statistics to show how the respondents rated academic staff technology use and job performance and Partial Least Squares Structural Equation Modelling to examine intricate relationships between variables and indicators. Descriptive results revealed that academic staff job performance was moderate while technology use was high. Structural equation analysis revealed that while managerial technology use had a significant and positive impact on academic job performance, research technology use and teaching technology use had a positive but insignificant influence on academic job performance. The study concluded that technology use for teaching and research has less contribution to job performance of academic staff but technology use for managerial purposes is vital for job performance of academic staff. The study recommended that university managers should employ more academic staff with PhDs such that besides teaching, they can effectively participate in research and community service activities, university managers should enhance academic staff use of technologies for research activities, and university managers should encourage academic staff to use technology for managerial purposes.