Department of Foundations, Distance & Lifelong Learning (Vocational Education) Collections

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Self-Awareness as Part of Socio-Emotional Learning and its Implications on Academic Achievement among O-level Students in Secondary Schools in Kyabugimbi Sub County, Uganda
(East African Nature & Science Organization, 2024) Alexson Bukenyo Musinguzi; Irene Aheisibwe; Emmanuel Ahabwe
Introduction: Academic achievement is one of the most important variables in determining educational outcomes and success outside of school. This study is about the relationship between self- awareness as part of socio-emotional learning and its implications on students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Objectives: The study sought to examine the relationship between self-awareness and students’ academic achievement among O-level students in secondary schools in Kyabugimbi Sub County. Methodology: A cross-sectional study design was used where data was collected at a single point in time. The study population comprised of 2,682 students in S1-S3 in six secondary schools in Kyabugimbi Sub County. The sample size comprised of 235 students. Data was collected using a self-administered close-ended questionnaire and analyzed by generating inferential statistics. Findings: The study findings show a strong positive significant relationship (r=0.681**; p<0.05) between self-awareness and students’ academic achievement among O-level students in secondary schools. Conclusions and recommendations: The study concludes that self- awareness is one of the critical aspects for socio-emotional learning that play a significant role towards the students’ academic achievement. The study recommends policymakers to prioritize self- awareness programs in schools, integrating self-awareness activities into the school curriculum, training teachers to help students develop self-awareness and educating parents on fostering the importance of self-awareness needs of their children at home
Weighing Fear against Respect in School
(International Journal of Scientific Research and Engineering Development-, 2024) Rugyenga Manzi Gordon; Alice Jossy Kyobutungi Tumwesigye; Laban Erapu
This article seeks to explore the depictions of the relationship between students and school administration in the selected novellas of Barbara Kimenye’smoses series. The Moses series comprises eleven novellas, all of which narrating school life. Two novellas are sampled, namely Moses and Mildred and Moses in Trouble. The data was obtained by close reading of the two selected novellas and results indicate that the relationship is characterised by a mixture of fear and respect. The students respect the deputy headmaster who is qualified and professional but fear the headmaster who is not qualified but takes the title because of being the owner of the school. The relationship between the students and the rest of the staff is more of informal and personal than formal and professional. It is concluded that students respect staff that handles them professionally. The recommendation is that all owners private schools should employ professional experts to head the schools in order to offer technical advice.
Depictions of School Life in Barbara Kimenye's Moses Series
(BISHOP STUART UNIVERSITY, MBARARA., 2024) Rugyenga Manzi Gordon
The study investigated how school life is depicted in selected texts authored by Barbara Kimenye in her Moses Series namely: Moses; Moses and Mildred; Moses in Trouble and Moses in a Muddle. The study’s justification was that despite the centrality of school life in shaping character and personality in society, little research has been done in this area using Barbara Kimenye’s works. The study’s major objective was to find out how school life is depicted in selected novellas written by Barbara Kimenye and how these depictions are realised in terms of language and style. The two specific objectives were: to explore the dynamics of student characterisation in Barbara Kimenye’s Moses series and to establish the relationship between the students and school administration as represented in Barbara Kimenye’s Moses series; and the implications of these relationships to the running of contemporary schools. The study adopted a qualitative research design in order to explain the character attributes of student characters and how these attributes contribute to their interactions among themselves and the school administration. Data was collected through close reading of the selected texts using selective tools developed or adapted for that purpose. The subject matter of each selected text was analysed using Reader Response Criticism, with the researcher playing the role of the actual reader, to establish the possible interpretation of the texts. The results indicate that Kimenye uses humour and empathy in first person narratology to raise serious issues of student welfare and school administration. The behaviour of the student characters is depicted as troublesome but not overtly violent. The relationship between students and school administration is depicted as unpleasant, judged from the reader’s point of view, with Mr. Karanja as the only model of good professional conduct and practice. Measured against the provisions of Basic Requirements and Minimum Standards, Mukibi’s Educational Institute for the Sons of African Gentlemen is depicted as lacking in most aspects and can be used as a case study of undesirable practices and situations in school. The study recommends that Barbara Kimenye’s Moses Series be included on the schools Literature set books for secondary schools to encourage as many students as possible to read the books so that they can be able to judge the impact of their own behaviour on their learning as well as appreciate the physical, human and learning environments that their schools are able to provide. It also recommends that Moses series be acted out into plays to benefit students who have a poor reading culture, and even those who are out of school.
Socio-Emotional Learning and Students’ Academic Achievement among O’level Students in Secondary Schools in Kyabugimbi Sub County
(Bishop Stuart University, 2024) Alexson Bukenyo Musinguzi
This study is about the relationship between socioemotional learning and students’ academic achievement among O'level students in secondary schools in Kyabugimbi Sub County. The study sought to examine the relationship between self-awareness and students’ academic achievement, relationship between self-management and students’ academic achievement, relationship between interpersonal relations and students’ academic achievement among O’level students in secondary schools in Kyabugimbi Sub County. A cross-sectional study design was used where data was collected at a single point in time. The study population comprised of 2,682 students in S1-S3 in six secondary schools in Kyabugimbi Sub County. The sample size sample size comprised of 235 students. Data was collected using a self-administered close-ended questionnaire whose content validity and reliability were determined prior to the study. Data was analyzed using descriptive statistics, correlation, and regression analyses. The study findings show a strong positive significant relationship (r=0.681**; p<0.05) between self-awareness and students’ academic achievement, a moderate positive and significant correlation (r=0.519**; p<0.05) between self- management and students’ academic achievement and a strong positive and a moderate positive significant relationship (r=.456**; p<0.05) between interpersonal relations and students’ academic achievement among O’level students in secondary schools in Kyabugimbi sub county. The study concludes that socioemotional learning plays a significant role towards the students’ academic achievement among O’level students in secondary schools in Kyabugimbi Sub County. The study recommends policy makers to prioritize self-awareness and self-management programs in schools, integrating socioemotional learning into the school curriculum, training teachers to help students develop self-awareness, self-management and positive interpersonal relations and educating parents on fostering the importance of fostering socioemotional learning needs of their children at home.
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.
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.
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
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.
Learners’ Classroom Engagement and Upper Primary Learners’ Achievement in English in selected primary Schools of Bukoto West, Lwengo district
(Bishop Stuart University, 2024) Annet Busingye
Effective learners’ class room engagement determines learners’ achievement in most case as this has been studied and confirmed by many researchers. This study looked at how the learners’ class room engagement is related to the learners’ achievement in selected upper Primary schools in Bukoto West, Lwengo District. It was anchored on specific objectives of; examining the level of learners’ engagement in primary school, assessing learners’ achievement in primary schools and finally testing the hypothesis that; there is no statistically significant relationship between class engagement and learners’ achievement in primary schools. The study adopted a correlational research design with both quantitative and qualitative approach of data collection and analysis. Participants were selected using simple random sampling and others using purposive sampling. Questionnaires and interview guides were used to collect data from respondent where all ethical considerations were fully observed and considered in this study. The present undertaking found out that the level of learners engagement in their class rooms are very high and that this helps them to understand and conceptualize more what they are being taught by their teachers, the study also found out that learners in upper primary school achieve better grades(D1-D2) in good numbers in end of term exams compared to beginning of term and mid- term exams, the study also revealed that there is a strong positive relationship between learners’ class room engagement and upper primary Learners’ Achievement in English in selected primary Schools. This led to the rejection of the null hypothesis of the study. The study concluded that; primary school learners engage more in their classrooms and this helps them to understand more what their teacher teaches following the new curriculum which is learner centered to create innovation and creativity as part of practicability, learners’ achievement is based on the time of assessment whereby the learners pass with good grades at the end of the term compared to the exams that are done at the beginning and in the middle of the term, learners’ class room engagement has a strong positive relationship with learners’ achievement in primary schools
Alumni Engagement and Ordinary-Level Students' Academic Performance in Government-Aided Secondary Schools in Sheema Municipality
(East African Journal of Education Studies, 2024) Adrine Kyorimpa; Dr. Irene Aheisibwe; Dr. Donah Asiimire
The study aimed to assess Alumni Engagement in ordinary-level students' Academic Performance in Government-aided Secondary Schools in Sheema municipality. The study employed a descriptive research design. The target population was 6 headteachers from 6 secondary schools, 92 teachers, 6 Alumni, Municipal Education Officer (MEO) and Municipal Inspector of Schools (MIS). A sample of 106 respondents was considered for the study from 6 Secondary schools. The study employed interviews and questionnaires as data collection methods. The study considered both qualitative and quantitative methods of data analysis. The study findings revealed that alumni engagement influences the postings and employment of teachers in specialised disciplines, organising training workshops and award ceremonies, developing mentoring avenues, organising inspirational talks, managing student discipline and conducting seminars with students. The study recommendations were the establishment of alumni-sponsored programmes aimed at collaboration with alumni networks to create mentorship programmes, diversification of alumni engagement activities beyond traditional events by leveraging technology, encouraging alumni participation in school improvement projects, such as infrastructure upgrades, and extracurricular activity support, to foster a sense of ownership and investment in the school's development.
Alumni Engagement and Ordinary-Level Students' Academic Performance in Government-Aided Secondary Schools in Sheema Municipality
(East African Journal of Education Studies, 2024) Adrine Kyorimpa; Dr. Irene Aheisibwe; Dr. Donah Asiimire
The study aimed to assess Alumni Engagement in ordinary-level students' Academic Performance in Government-aided Secondary Schools in Sheema municipality. The study employed a descriptive research design. The target population was 6 headteachers from 6 secondary schools, 92 teachers, 6 Alumni, Municipal Education Officer (MEO) and Municipal Inspector of Schools (MIS). A sample of 106 respondents was considered for the study from 6 Secondary schools. The study employed interviews and questionnaires as data collection methods. The study considered both qualitative and quantitative methods of data analysis. The study findings revealed that alumni engagement influences the postings and employment of teachers in specialised disciplines, organising training workshops and award ceremonies, developing mentoring avenues, organising inspirational talks, managing student discipline and conducting seminars with students. The study recommendations were the establishment of alumni-sponsored programmes aimed at collaboration with alumni networks to create mentorship programmes, diversification of alumni engagement activities beyond traditional events by leveraging technology, encouraging alumni participation in school improvement projects, such as infrastructure upgrades, and extracurricular activity support, to foster a sense of ownership and investment in the school's development
Students’ Library Utilization and Implementation of Lower Secondary Curriculum in Secondary Schools in Rwampara County, Rwampara District
(BSU, 2024) Mwebembezi Isaac
Inadequate library resources and utilization in secondary schools in Rwampara County, Rwampara District, are hindering the effective implementation of the lower secondary curriculum, leaving 25% of the curriculum uncovered and affecting students' access to information and learning opportunities. A cross-sectional survey was employed to find out the opinions of the sampled students and teachers. The population included all Secondary School stakeholders in selected Secondary Schools in Rwampara District. The sample comprised 14 School Headteachers, 1 Inspector of Schools, 98 Teachers, 14 School Librarians, and 183 Students. The following data collection instruments were used: interview guide, questionnaire, and document review checklist. Data were analyzed both qualitatively and quantitatively. Findings revealed that secondary school students were actively engaged with library materials to enhance their critical thinking skills. Findings also revealed that teachers played a pivotal role in this process and leveraged technology to enhance learning experiences. Findings further showed that there was a moderate positive relationship between students’ library utilization and implementation of lower secondary curriculum at (P<0.01). In conclusion, there is a significant positive correlation between students' library utilization and the effective implementation of the Lower Secondary Curriculum in secondary schools in Rwampara County, indicating that improving library utilization can enhance curriculum implementation. It was recommended that the government needs to support the integration of library resources into the Lower Secondary Curriculum by providing adequate funding for libraries. Areas for further research included; assessing the role of school leadership in supporting effective library use and curriculum integration.
The Relationship Between Students’ Library Utilization and Implementation of Lower Secondary Curriculum in Secondary Schools of Rwampara County, Rwampara District, Western Uganda
(International Journal of Scientific Research and Engineering Development-, 2024-08) Mwebembezi Isaac; Basil Tibanyendera; Otwine AnneTweheyo
The study examined the relationship between students’ library utilization and the implementation of the Lower Secondary Curriculum in Secondary Schools of Rwampara County, Rwampara District. The study employed a cross-sectional survey to find out the opinions of the sampled students and teachers. The study population included all Secondary School stakeholders in selected Secondary Schools in Rwampara District. The study sample comprised 14 School Headteachers, 1 DEO, 98 Teachers, 14 School Librarians, and 183 Students. Data was collected using questionnaire. Data were analyzed quantitatively. The study findings revealed that secondary school students were actively engaged with library materials to enhance their critical thinking skills. The study findings also revealed that teachers played a pivotal role in this process and leveraged technology to enhance learning experiences. The study findings further showed that there was a weak to moderate positive relationship between students’ library utilization and implementation of lower secondary curriculum at (P<0.01).It was concluded that there was a moderate positive relationship between students’ library utilization and the implementation of the Lower Secondary Curriculum. As students engaged more with library resources, there was a slight tendency for curriculum implementation to increase. It was recommended that the government need to support the integration of library resources into the Lower Secondary Curriculum by providing adequate funding for libraries.
Remuneration and Teachers’ Performance in Universal Primary Schools in Kashari South County, Mbarara District.
(BSU, 2024) MUHANGUZI DAVID KANIGA
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, 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.
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
Liberalization of Primary Education and Examination Malpractice in Mbarara City North, Western Uganda.
(Bishop Stuart University, 2024) Ntare Denis
x Abstract 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 level of liberalization of primary education in primary schools of Mbarara City North. ii) to examine the level 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
The Relationship Between Motivational Practices and Organizational Commitment Among Secondary School Teachers in Isingiro District
(International Journal of Scientific Research and Engineering Development, 2024) Earnest Ndinawe; Herbert Ainamani; Denis Kintu
The study investigated the relationship between motivational practices and organizational commitment among secondary school teachers in Isingiro District. A cross-sectional survey design was employed, using a quantitative approach to collect and analyze data from 125 respondents, including district education office staff, head teachers, and teachers from three selected secondary schools. The results showed that teachers received financial motivation with a mean score of 3.70 and exhibited high organizational commitment with a mean score of 3.99. A positive correlation was found between motivational practices and organizational commitment (r = 0.447, n=120, p = 0.000). The study concluded that motivational practices significantly influence organizational commitment among secondary school teachers. Therefore, increasing motivational practices can enhance organizational commitment, and vice versa. Recommendations include developing and disseminating a clear plan for teacher promotions and constructing suitable teacher accommodations, to be implemented by the Ministry of Education and Sports in collaboration with school foundation bodies.
Motivational Practices and Organizational Commitment of Secondary School Teachers in Isingiro District
(BISHOP STUART UNIVERSITY, 2024) EARNEST NDINAWE
Different organisations have different ways they attract and motivate their human capital to give all they can for the sake of these organisations. The purpose of this study was therefore to examine the relationship between motivational practices and organisational commitment of secondary school teachers in Isingiro district. It was guided by the following objectives; to assess the motivational practices in secondary schools, to assess indicators of organizational commitment among secondary school teachers, and to examine the relationship between motivational practices and organizational commitment of secondary school teachers. The cross sectional survey design adopted both qualitative and quantitative approaches during data collection and analysis. The study population included district education officers, head teachers and teachers from three selected secondary schools in Isingiro District. Of the target population, 125 respondents participated in the study. The study findings found out that teachers in secondary schools of Isingiro District are given financial motivation with an overall mean score of 3.70. The study findings found out that there is high organizational commitment of secondary school teachers in Isingiro District with an overall mean score of 3.99. The study findings found out that there is a positive correlation between motivational practices and organizational commitment of secondary school teachers in Isingiro District, r = 0.447, n=120, p = 0.000. It was concluded that teachers in secondary schools of Isingiro District are given financial motivation through practices such as salary, pay increments, profits from school projects, payment of extra time worked, and allowances. It was also concluded that there is high organizational commitment of secondary school teachers in Isingiro District, in terms of; cooperation with the head teachers and their fellow teachers, giving reports on time for assignments, accepting duties assigned to them, preparing lesson plans in time, among others. It was further concluded that there is an influence of motivational practices on organizational commitment of secondary school teachers in Isingiro District. Therefore, increase in motivational practices increases organizational commitment and vice versa. It is recommended that the Ministry should develop and implement policies that promote teacher motivation and organizational commitment. Additionally, the Ministry should conduct regular surveys to monitor teacher motivation and organizational commitment, ensuring that teachers' needs are being met and addressed
The Relationship Between ICT Use and Teaching of Mathematics in Secondary Schools of Kalungu District, Central Uganda
(International Journal of Scientific Research and Engineering Development, 2023) Mawanda, Lawrence; Barugahare Tumwine, Jotham; Twebaze, Richard
Teaching of mathematics in schools is very important and results into improved academic performance and increased involvement of learners in lessons. The educational sector in Uganda has made series of changes and reforms to improve teaching of Mathematics. This study explored the influence of Information Communication Technology (ICT) in the teaching of mathematics in Secondary Schools of Kalungu District. The study objectives were to; (i) examine the extent to which ICT is used by teachers of Mathematics, (ii) establish the effectiveness of teaching Mathematics, and (iii) examine the relationship between ICT use and the effectiveness of teaching of Mathematics in Secondary Schools of Kalungu District. Correlational type of design was used for the study whereby questionnaires from mathematics teachers and interview guide head. A sample size of 132 respondents participated in the study. Quantitative data was analysed using the SPSS version 20 where both univariate (frequencies, percentages and mean scores) and bivariate level (Pearson coefficient correlation) were used while qualitative data was analysed by quoting subthemes. The study discovered that the level of ICT use among teachers of mathematics in Kalungu District has an overall mean of 2.25 (on a scale of 1-5 point Likert scale) implying a moderate usage of information communication technology; the effectiveness of teaching mathematics in secondary school in Kalungu District was high with an overall mean of 4.05 (on a scale of 1-5 point Likert scale). Pearson correlation coefficient r = 0.086 showed that there was a weak positive correlation between ICT use and the effectiveness of teaching of Mathematics. The p-value of 0.373 which is above the threshold value of 0.05 shows that there is no statistically significant relationship between ICT use and the effectiveness of teaching of Mathematics. In conclusion, the findings suggest that the use of Information Communication Technology (ICT) in Mathematics teaching within Kalungu District's Secondary Schools remains limited, with few educators embracing these tools. However, there is a prevalent perception of effectiveness in Mathematics instruction, as evidenced by relatively higher mean scores and frequencies, indicating a positive consensus among educators regarding their teaching practices. It was recommended that schools and educational institutions should explore strategies to bridge the gap between ICT integration and teaching effectiveness by providing ongoing professional development opportunities that focus on effective integration techniques. Formal policy guidelines for ICT use should be put in place, so that all teachers can attend in-service training programmes, at least once every academic year, to update themselves with relevant skills for ICT use in teaching mathematics.
Enhancing Stakeholder Collaboration for Educational Inclusion of Children in Street Situations in Kampala District, Uganda
(The Educator, 2023) Annah, Atuhaire; Ronald, Bahati; Atukunda, Gershom; Jonah, Nyaga Kindiki; Namubiru, Proscovia; Kyohairwe, Stella; sekamatte, David
The United Nations Sustainable Development Goal number four target five seeks to eliminate all forms of discrimination in education for marginalized groups and vulnerable groups like street children. However, their inclusion in mainstream education has not been explored. Literature acknowledges collaboration among stakeholders as vital for reflection of practices and knowledge exchange and also used as a strategy to foster creativity and innovation necessary for effective implementation of inclusive education. This study explored perceptions of selected stakeholders towards collaboration as a strategy for enabling inclusion of children in street situations in mainstream education and how such collaboration can be enhanced. A qualitative approach was adopted selecting Kampala as a case. Five officials from government and Non- governmental organizations were selected purposively to participate in this study. The data was generated using semi-structured interviews and analyzed thematically. Respondents perceived collaboration as key to effectively include children in street situations in education. However, there were less meaningful relationships amongst stakeholders and majority of them were not performing their roles regarding the education of a child. The participants’ experiences of collaborative practices revealed barriers that hindered their partnership regarding the educational inclusion of children in street situations. The study thus concluded that collaboration can be enhanced through a multi-sectorial approach that brings all actors on board in planning and implementation of education inclusion of children in street situations. The study, therefore, recommended that the government should strengthen collaborative practices amongst stakeholders through policy formulation, sensitization and allocation of funds to implement a well-designed educational program based on the learning needs of children in street situations. These findings are of great importance to the Ministry of Education, Head teachers, teachers, Non-Governmental Organizations and other government bodies responsible for the welfare of children in street situations in planning and policy formulation, guidance for including children in street situations in mainstream education so that they gain from the efforts of inclusive and equitable quality education for all.

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