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Teacher Qualification and Learners’ Performance in Mathematics in Primary Schools in Mbarara City South
(Bishop Stuart University, 2025) Gratiano Asiimwe
The study was carried out to establish the impact of teacher qualification on learners’ performance in primary schools in Mbarara City South, Mbarara City. The study Objectives were; i) To identify the different qualifications of mathematics teachers’ in primary schools of Mbarara city south, Mbarara city, ii) To find out the level of learners’ performance in mathematics in primary schools of Mbarara city south, Mbarara city and iii) To establish the difference in performance in mathematics of learners taught by teachers of different qualifications in primary schools of Mbarara city south, Mbarara city. This study used descriptive research design. The study population considered Headteacher, Director of Studies and mathematics teachers. The study sample size was 156 respondents. Simple Random Sampling was used to sample respondents. Data Collection instruments were interview guides and documentary reviews. Data was qualitatively and quantitatively analysed. The ANOVA results indicate a statistically significant difference in mathematics performance among learners taught by teachers with different qualifications (F(2, 49) = 10.948, p < .001). Where diploma holders (mean=5.8339) and degree holders (mean = 5.9364) performed better than those taught by teachers with certificate (Mean = 7.4735).The researcher therefore, recommends that there should be Increase access to degree-level education for primary school teachers, Strengthen continuous professional development programs, focusing on mathematics teaching methodologies, Implement policies that prioritize the recruitment of highly qualified teachers, especially in underserved regions, Schools should be provided with adequate teaching materials, technology, and financial resources to better support mathematics learning, particularly in underperforming schools. Schools should adopt research-backed pedagogical strategies, investigate the impact of school environments and teacher-student interactions on learner performance to identify additional factors influencing academic outcomes and Conduct further research on the role of rural and urban settings in shaping the relationship between teacher qualifications and learner performance, providing targeted support for different contexts.
Active Learning Strategies and Student Attitude Towards Mathematics in Government Secondary Schools in Ruhaama County, Ntungamo District
(East African Nature & Science Organization, 2025-09-04) Abeth Najuna; Irene Aheisibwe; Asaph Kabakyenga
The study aimed to examine the relationship between active learning strategies and students’ attitudes toward mathematics in government secondary schools in Ruhaama County. Specifically, the study aimed to identify the most commonly used active learning strategies in mathematics, analyse how students’ attitudes differ by gender in mathematics, and establish the relationship between active learning strategies and students' attitudes toward mathematics. The study adopted a descriptive survey research design. A sample of 196 Senior Four (S.4) was selected through stratified random sampling, while all 12 teachers were purposively selected, with 10 participating. Questionnaires were administered to students, while semi-structured interviews were conducted with teachers. Data analysis was performed using SPSS version 25, generating descriptive statistics and inferential analysis. Findings revealed that the most commonly used strategies were group discussions (mean = 4.32), real-life examples (mean = 3.81), and peer teaching (mean = 3.67). The study concludes that active learning strategies significantly enhance students’ attitudes toward mathematics and help bridge gender disparities in classroom engagement. It is recommended that schools promote the consistent use of strategies like group work, problem- solving, and peer teaching. Additionally, teachers should be supported with training and resources to effectively implement these approaches.
Head Teachers’ Delegation Levels and Their Job Effectiveness in Mbarara City South Division Government Aided Secondary Schools
(East African Nature & Science Organization, 2025-07-13) Scovia Kanshabe; Dr. Basil Tibanyendera; Jean Tutegyereize
This study was conducted to assess the effect of head teachers’ delegation levels on their job effectiveness in government-aided secondary schools in Mbarara City South Division. The Objectives were to establish the head teachers’ delegation levels, assess the head teachers’ job effectiveness, and determine the effect of the head teachers’ delegation levels on their job effectiveness. A cross-sectional research design employing both qualitative and quantitative approaches was adopted. The study was conducted in six government-aided secondary schools, with a sample size of 130 respondents comprising 6 head teachers (purposively selected) and 124 teachers (selected using simple random sampling). Data were collected using self- administered questionnaires for teachers and interview guides for head teachers. Quantitative data were analysed using the Pearson correlation coefficient in SPSS version 28, while the qualitative data were manually coded, and themes were identified through an inductive approach. Findings revealed that most head teachers demonstrated moderate to high levels of delegation, often assigning administrative and instructional roles to other staff members. Job effectiveness was rated as average to high, depending on the extent of delegation. A very high positive correlation (r=0.844) was found between delegation levels and job effectiveness. Also, a p-value of 0.001 (p < 0.05) indicated that there is a statistically significant relationship between head teachers’ delegation levels and their job effectiveness, meaning that increased delegation contributed to the job effectiveness of the head teachers. The study concluded that head teachers who embraced higher levels of delegation experienced better job effectiveness due to shared responsibilities, reduced workload, and increased staff participation. Delegation was thus identified as a key strategy for enhancing the head teachers’ job effectiveness in schools. It is recommended that the Ministry of Education and Sports, and school boards, should provide training in delegation and leadership skills to head teachers. Schools should institutionalize delegation policies to ensure consistent leadership practices.
The Effect of the Different Recruitment Methods on the Enrolment of Learners in Private Secondary Schools in Mitooma District
(East African Nature & Science Organization, 2025-08-27) Emmanuel Bainomugisha; Dr. Sudi Balimuttajjo, PhD; Dr. Irene Aheisibwe, PhD
This study examined the effect of the different recruitment methods on the enrolment of learners in private secondary schools in Mitooma District. A descriptive research design was used, targeting 108 teachers, 5 headteachers, and 1 District Education Officer (DEO). A sample of 114 respondents was selected. Data were collected through focus group discussions and interviews. Qualitative data were analysed thematically. Results indicated that private secondary schools in Mitooma District employ a combination of traditional and modern recruitment methods, including advertising, word-of-mouth recommendations, social media, and school visits. The rate of learner enrolment in private secondary schools in Mitooma District is influenced by factors such as financial aid, scholarships, school reputation, and parental decision-making. Various recruitment methods, including advertising, word-of-mouth recommendations, scholarships, and school reputation, significantly impact enrolment in private secondary schools in Mitooma District. In conclusion, a combination of traditional and modern recruitment strategies, including advertising, word-of-mouth recommendations, social media, and school visits, is effective in increasing enrolment. Financial aid, scholarships, school reputation, and parental decision-making are also significant factors influencing enrolment. Overall, the findings suggest that private secondary schools in Mitooma District can improve their enrolment by adopting an integrated approach to recruitment. It is recommended that school inspectors evaluate the impact of different recruitment methods and recommend adjustments to improve enrollment outcomes.
The Effect of the Affective Attitude on Academic Achievement in Biology among O-Level Secondary School Students in Sheema District
(East African Nature & Science Organization, 2025-08) Oscar Bruce Natumanya; Dr. Irene Aheisibwe, PhD; Dr. Ronald Bahati, PhD
This study aimed to assess the effect of the affective attitude on academic achievement in Biology among O-Level Secondary School Students in Sheema District. A cross-sectional research design was employed, using a quantitative approach. The target population consisted of 1,400 learners, 6 head teachers, and 24 biology teachers, with a sample size of 332. Data were collected through structured questionnaires distributed to 324 learners and 6 head teachers. Quantitative data were analysed using descriptive statistics and multiple regression analysis. The study found a significant positive correlation between affective attitude and academic achievement in biology, with a correlation coefficient of 0.781. The study concluded that affective attitude plays a vital role in academic achievement in biology, with students who had a higher emotional connection to the subject performing better. Based on these findings, the study recommended that the government integrate motivational programs into the curriculum, including career guidance, emphasising biology-related fields.
Teacher Classroom Management Practices and Students’ Discipline in Selected Government-Aided Secondary Schools in Mbarara City
(East African Nature & Science Organization, 2025-08) Shillah Nyamate; Dr. Basil Tibanyendera, PhD; Jean Tutegyereize
Background: Student discipline is a key determinant of academic success and overall school effectiveness. In government-aided secondary schools, teachers' classroom management practices significantly influence students’ behaviour and conduct. This study aimed to investigate the relationship between teachers’ classroom management practices and students’ discipline in selected government- aided secondary schools in Mbarara City, Uganda. The objectives of the study were to establish the relationship between classroom organization and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between classroom instruction and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between supportive feedback and students’ discipline in selected government aided secondary schools in Mbarara City; and to establish the moderating role of school environment and students’ home background on the relationship between teacher classroom management practices and students’ discipline in selected government aided secondary schools in Mbarara City. Methodology: The study employed a cross-sectional research design, targeting a sample of 421 participants, including 106 teachers, 05 head teachers, 25 school disciplinary committees and 285 students and other relevant education stakeholders. Data was gathered using structured questionnaires and interviews. Quantitative data were analysed using SPSS for correlation and regression statistics, while qualitative responses were analysed thematically. Results: The findings revealed a moderate positive and significant relationship between classroom organisation and students’ discipline (r = 0.537**, p < 0.01), and a strong positive relationship between classroom instruction andstudents’ discipline (r = 0.696**, p < 0.01). A weak but significant relationship was also observed between supportive feedback and students’ discipline (r = 0.378**, p < 0.01). Further regression analysis showed that the school environment and students’ home background had a statistically significant moderating effect (β = 0.201, p < 0.01) on the relationship between classroom management practices and student discipline. Conclusion: Effective classroom management—particularly classroom organisation and instruction—plays a critical role in enhancing student discipline in government-aided secondary schools. Recommendations: The study recommends that the Ministry of Education and other stakeholders in Mbarara City should invest in strengthening classroom management practices by improving classroom layout, enhancing instructional delivery, and creating platforms for teachers to reflect on their classroom practices. Teachers should be empowered to frequently monitor students’ work and maintain interactive engagement during lessons to support discipline and learning outcomes.
Academic Incentives and Completion Rates Among O-Level Students in Secondary Schools of Kajara County, Ntungamo District
(East African Nature & Science Organization, 2025-07) Natukwasa Asiati; Dr. Basil Tibanyendera, PhD; Dr. Sudi Balimutajjo, PhD
The study was about academic incentives and completion rates among O-Level Students in secondary schools of Kajara County, Ntungamo District. Academic incentives are increasingly recognised as a crucial strategy in enhancing student motivation, performance, and school completion rates. This study aimed to assess the effect of academic incentives on completion rates among O-Level students in secondary schools in Kajara County, Ntungamo District. The objectives were to examine the various forms of academic incentives used, assess the progression in completion rates over the past three years, and establish the relationship between academic incentives and completion rates. The study employed a cross-sectional design. This was conducted among a sample of 357 participants, including head teachers, teachers, members of boards of governors, and students, selected from secondary schools in Kajara County. Data were collected through questionnaires and interview guides. Qualitative data were analysed thematically, while quantitative data were analysed using SPSS Version 28.0. Findings indicated that various academic incentives were in use, such as scholarships, academic prizes, extra tutoring, mentorship programs, and merit-based rewards. These incentives were widely perceived as motivating and effective in enhancing academic performance. The analysis also revealed a general upward progression in completion rates over the past three years. A Pearson correlation coefficient of 0.134 (p = 0.009) showed a weak but statistically significant positive relationship between academic incentives and completion rates, indicating that incentives slightly contributed to higher retention and completion rates. The researcher concluded that academic incentives are instrumental in supporting student retention and success at O-Level. While the correlation with completion rates was weak, the significance of the relationship underscores the positive role incentives play in education. It is recommended that the government increase funding for academic incentive programs, especially scholarships and mentorship initiatives. School administrations are encouraged to ensure fair and transparent distribution of incentives. Additionally, stakeholders should address underlying barriers such as poverty and lack of parental support to improve student retention holistically.
Impact of Head Teachers’ Supervision Practices on Teachers’ Job Performance in Private Secondary Schools :
(International Journal of Scientific Research and Engineering Development, 2025-09) Mwikirize Edson; Dr. Basil Tibanyendera,; Assoc Prof, Gershom Atukunda
This study examined the influence of headteachers’ supervision practices on teachers’ job performance in private secondary schools in Ibanda District, Southwestern Uganda. The investigation was guided by the objective of identifying common supervision practices applied by headteachers. The study was anchored on Douglas McGregor’s Theory X and Theory Y, which provided a theoretical basis for understanding teacher motivation and performance under different supervisory approaches. A descriptive survey design was adopted, employing both quantitative and qualitative approaches to capture a comprehensive picture. Data were collected through structured questionnaires administered to teachers and semi-structured interviews with headteachers and directors of studies. Teachers provided information on the types and frequency of supervision practices, while headteachers and directors of studies offered deeper insights into implementation strategies, challenges, and perceptions of supervision. Findings indicated that headteachers’ supervision practices significantly influence teachers’ job performance. Schools with structured, consistent, and supportive supervision frameworks reported higher levels of teacher effectiveness and improved student outcomes. Common supervision practices included classroom observations, lesson plan reviews, mentorship, provision of feedback, and in-service training. These practices not only enhanced teachers’ professional growth but also strengthened accountability. The study concluded that effective supervision by headteachers is central to improving teacher performance and sustaining quality education in private secondary schools. It is recommended that headteachers adopt and maintain structured supervision practices, including regular classroom observations, timely feedback, mentorship, and professional development initiatives, to continuously enhance teacher effectiveness and foster better student learning outcomes.
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.
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.
Classroom Management Strategies and Students’ discipline in lower secondary classrooms in Mbarara City Secondary Schools in Uganda
(Bishop Stuart University, 2025) Katusiime Patience
The purpose of this study was to investigate the relationship between classroom management strategies and students’ discipline in lower secondary classrooms in Mbarara City, Uganda. The study was guided by three objectives: to establish various classroom management strategies utilised by teachers in lower secondary classrooms in Mbarara City secondary schools-Uganda, to examine the level of students’ discipline in lower secondary classrooms in Mbarara City secondary schools Uganda and to examine the relationship between classroom management strategies on student discipline in lower secondary schools in Mbarara City-Uganda. The study was guided by Albert Bandura’s Social Learning Theory (1986, 1997), which emphasizes that individuals acquire appropriate and inappropriate behaviors through observation, imitation, and interaction, provided the theoretical framework for the study. A mixed-methods research approach was adopted, combining both quantitative and qualitative techniques to provide a comprehensive understanding of the phenomena. The study utilized a descriptive survey research design and employed questionnaires and interviews as the primary data collection methods. The findings demonstrate that teachers in Mbarara City secondary schools excel in structuring classrooms, monitoring behavior, and applying discipline fairly, and engaging students through varied instructional methods, the study also confirms that students in Mbarara City secondary schools demonstrate commendable respect for teachers, adherence to rules, punctuality, and homework completion. However, challenges persist in maintaining disruption-free classrooms, promoting active participation, and developing self-discipline and A Pearson Product-Moment Correlation was conducted to examine the relationship between classroom management strategies and student discipline in lower secondary schools in Mbarara City. The results indicated a strong, positive, and statistically significant correlation between classroom management strategies and student discipline (r = .672, n = 282, p < .01). However, gaps were identified in involving students in decision-making processes and in the use of positive reinforcement strategies such as praise and rewards. The study concluded that effective classroom management strategies are crucial for fostering discipline in lower secondary classrooms. While teachers demonstrated competence in maintaining order, there is a need to incorporate more student-centered and motivational approaches to enhance engagement, self-regulation, and a positive learning environment. Consequently, it is recommended that teachers adopt positive reinforcement strategies, including recognition, praise, and rewards, to motivate students toward desirable behavior, promote active participation, and cultivate a classroom culture where learners feel valued and respected
Classroom Management Strategies and Students’ discipline in lower secondary classrooms in Mbarara City Secondary Schools in Uganda. A cross-sectional study.
(SJ Education Research Africa, 2025) Patience Katusiime; Dr Basil Tibanyendera (PhD); Rev Wilson Mugisha
Background Albert Bandura’s Social Learning Theory emphasises that individuals acquire both appropriate and inappropriate behaviours through observation, imitation, and interaction, providing the theoretical framework for the study. The purpose of this study is to investigate the relationship between classroom management strategies and students’ discipline in lower secondary classrooms in Mbarara City, Uganda. Methodology A mixed-methods cross-sectional study combining both quantitative and qualitative techniques to provide acomprehensive understanding of the phenomenon. The study employed a descriptive survey research design, utilising questionnaires and interviews as the primary data collection methods. Results The majority were male teachers (175, 62.0%), while female teachers accounted for 107 (38.0%). The majority of teachers in lower secondary classrooms in Mbarara City establish clear rules and procedures for classroom behaviour, where 74.4% of respondents strongly agreed. Students in lower secondary classrooms generally demonstrate moderate to high levels of discipline, though some weaknesses are evident. The overall mean score for all items was 3.67 (SD = 1.02). Results indicated a strong, positive, and statistically significant correlation between classroom management strategies and student discipline (r = .672, n = 282, p < .01). This indicates that teachers who employ effective classroom management practices such as clear rule-setting, fair and consistent discipline, active monitoring, calm handling of disruptions, and engaging teaching methods tend to have students who demonstrate higher levels of discipline. Conclusion Effective classroom management strategies are crucial for fostering discipline in lower secondary classrooms. While teachers demonstrated competence in maintaining order, there is a need to incorporate more student-centered and motivational approaches to enhance engagement, self-regulation, and a positive learning environment. Recommendations Teachers should adopt positive reinforcement strategies, including recognition, praise, and rewards, to motivate students toward desirable behavior, promote active participation, and cultivate a classroom culture where learners feel valued and respected.
The Relationship Between Career Demands and Parenting Effectiveness Among Female Teachers in Government-Aided Secondary Schools in Kazo District, Uganda
(The Advanced Global Journal of Research, 2025) Kemigisha Rose; Dr. Barigye Enock (PhD); Rev. Dr. Judith Arinaitwe (PhD)
This study examined the relationship between career demands and parenting effectiveness among female teachers in government-aided secondary schools in Kazo District. A cross-sectional research design was employed to collect data at a single point in time. The study involved 110 respondents, including 103 female teachers and 7 head teachers, selected through purposive and simple random sampling techniques. Data were collected using self-administered questionnaires and face-to-face interviews. Quantitative data were analyzed using descriptive statistics and Pearson’s correlation coefficient to assess relationships between variables. A strong negative correlation (r = -0.75, p = 0.01) was found between career demands and parenting effectiveness, indicating that as career demands increased, parenting effectiveness decreased. The study concluded that the career demands placed on female teachers significantly hinder their ability to parent effectively, highlighting the need for supportive policies and interventions to help female educators balance their professional and family responsibilities. It was therefore recommended that the government implement measures to reduce workload and improve support systems for female teachers, that schools develop family-friendly policies such as flexible working hours and childcare support, and that further research be conducted to explore coping strategies employed by female teachers and the long-term effects of career-related stress on family dynamics.
Teacher-Student Ratio and Application of Group Work in Teaching and Learning in Secondary Schools of Bushenyi-Ishaka Municipality, Bushenyi District
(Bishop Stuart University, 2025-09) Duncan Ahimbisibwe
The study examined the influence of teacher-student ratios on the application of group work in secondary schools within Bushenyi-Ishaka Municipality. Objectives included to establish the current teacher-student ratio in secondary schools, to explore the application of group work in teaching and learning in secondary schools and to examine how teacher-student ratios influence the application of group work in secondary schools of Bushenyi-Ishaka Municipality, Bushenyi District. A cross-sectional qualitative design was employed, with data collected through questionnaires from 50 teachers, interviews with 5 headteachers, and observations of 50 students across five secondary schools, using purposive and random sampling to select participants, while reliability and validity of instruments were ensured through pre-testing and expert review; data were analyzed thematically to capture perceptions, challenges, and strategies in applying group work under varying class sizes. The results revealed that current teacher-student ratios ranged between 1:50 and 1:80, far above the recommended 1:45, which undermines effective supervision and individualized support, and while group work is practiced, its application remains uneven, favoring practical subjects more than theoretical ones, with overcrowding leading to unequal participation, limited teacher guidance, and diminished collaborative effectiveness, though some teachers mitigate these challenges by forming smaller groups and appointing peer leaders. The study concluded that high teacher-student ratios negatively affect the effective application of group work by restricting engagement, peer interaction, and collaborative problem-solving, yet noted that group work still holds potential to enhance learning if supported by manageable class sizes and adequate teacher facilitation. It is therefore recommended that the Ministry of Education reduce teacher-student ratios through increased recruitment and infrastructure improvement.
The Influence of Teacher-Student Ratios on the Application of Group Work in Secondary Schools of Bushenyi-Ishaka Municipality, Bushenyi District
(The Advanced Global Journal of Research, 2025-09) Duncan Ahimbisibwe; Dr. Barigye Enock (PhD); Rev. Dr. Judith Arinaitwe (PhD)
The study examined the influence of teacher-student ratios on the application of group work in secondary schools within Bushenyi-Ishaka Municipality. A cross-sectional qualitative design was employed, with data collected through questionnaires from 50 teachers, interviews with 5 headteachers, and observations of 50 students across five secondary schools. Purposive and random sampling techniques were used to select participants, while the reliability and validity of instruments were ensured through pre-testing and expert review. Data were analyzed thematically to capture perceptions, challenges, and strategies in applying group work under varying class sizes. The results revealed that current teacher-student ratios ranged between 1:50 and 1:80, far above the recommended 1:45. This undermines effective supervision and individualized support. While group work is practiced, its application remains uneven, favoring practical subjects more than theoretical ones. Overcrowding leads to unequal participation, limited teacher guidance, and reduced collaborative effectiveness, though some teachers mitigate these challenges by forming smaller groups and appointing peer leaders. The study concluded that high teacher-student ratios negatively affect the effective application of group work by restricting engagement, peer interaction, and collaborative problem-solving. However, group work still holds potential to enhance learning if supported by manageable class sizes and adequate teacher facilitation. It is therefore recommended that the Ministry of Education reduce teacher-student ratios through increased recruitment and improved infrastructure.
School Practice Quality and Competencies of Secondary School Teacher Trainees in Mbarara City
(Bishop Stuart University, 2025-09) Charles Lwanga Bitarinsha
This study examined the influence of school practice quality on competencies of secondary school teacher trainees in Mbarara City. It was guided by the following specific objectives: (i) to examine the major aspects of the School Practice Quality for the secondary school teacher trainees in Mbarara City, (ii) to establish the major competencies of secondary school teacher trainees in Mbarara City and (iii) to assess the relationship between school practice quality and secondary school teacher trainees in Mbarara City. The study adopted cross-sectional survey design and used mixed method strategy to collect data specifically concurrent triangulation strategy was used. The study population included 950 respondents and samples size was 376 respondents who included School practice coordinators, Teacher Trainees, Faculty Deans, Head teachers, Teachers. Data was collected using questionnaires and interview guides. Quantitative data was analyzed using descriptive statistics, Pearson correlation coefficient and linear regression analysis using SPSS. Qualitative data was analyzed using thematic and content analysis. From the study, it was found that while school practice quality in Mbarara City is generally perceived positively, there are gaps in professional development opportunities, inclusive teaching preparedness, and the consistency of supervision. Addressing these areas can enhance the effectiveness of teacher training and better prepare trainees for real-world teaching challenges. The study demonstrates that secondary school teacher trainees in Mbarara City exhibit strong competencies in subject matter knowledge, pedagogical skills, professional values, and ethical conduct. However, there are weaknesses in lesson planning, instructional material selection, and time management. Addressing these gaps through targeted interventions will enhance their preparedness for effective teaching. The findings suggest that school practice quality has a significant positive relationship with the competencies of secondary school Teacher Trainees in Mbarara City. From the discussion of findings, the researcher recommends enhancing Professional Development and Inclusive Training: Teacher training institutions should integrate structured professional development workshops focused on inclusive education, equipping trainees with skills to handle diverse classrooms, including learners with disabilities and language barriers. The researcher also recommends that institutions should incorporate more classroom-based practical experiences and mentorship programs to help teacher trainees refine their lesson planning, classroom management, and instructional material selection. The researcher recommends the enhancement of School Practice Supervision where institutions should strengthen school practice supervision by increasing the frequency of monitoring and providing continuous professional mentorship to Teacher Trainees to enhance their competency.
Grading Rubrics and Teachers’ Effectiveness in the Assessment of Learners in the Lower Secondary Curriculum in Bushenyi-Ishaka Municipality
(The Advanced Global Journal of Research, 2025) Naturinda Patience; Rev. Canon. Asaph Kabakyenga,; Dr. Enock Barigye (PhD)
The study examined the relationship between the use of grading rubrics and teachers’ effectiveness in assessment in Lower Secondary Curriculum in Bushenyi-Ishaka Municipality in Bushenyi District. Using a descriptive survey design, both qualitative and quantitative data were collected from 124 students, 26 teachers, 4 headteachers, and 4 directors of studies through questionnaires and interviews. Data were analyzed using descriptive statistics and Pearson correlation. The study established a statistically significant positive relationship between the use of grading rubrics and teachers’ effectiveness in assessment; students’ responses showed a strong correlation (r = 0.654, p = 0.000), while teachers’ responses indicated a moderate correlation (r = 0.544, p = 0.004). The study concluded that consistent use of grading rubrics enhances fairness, transparency, and teachers’ effectiveness in assessment. It therefore recommended continuous teacher training, collaboration to standardize rubric use, and sensitization of students on rubric application. Further research should examine the impact of grading rubrics on students’ academic performance and motivation in the Lower Secondary Curriculum, since this study focused on teachers’ effectiveness in assessment through the use of grading rubrics.
The Effect of Non-Monetary Incentives on Teachers’ Effectiveness in Government Aided Secondary Schools in Bushenyi District, Uganda
(The Advanced Global Journal of Research, 2025) Vincent Rwabs Mucunguzi; Dr. Richard Twebaze (PhD); Dr. Enock Barigye (PhD)
This study examined the effect of non-monetary incentives on teachers’ effectiveness in government-aided secondary schools in Bushenyi District, Uganda. The research was guided by Herzberg's Two-Factor Theory, which distinguishes between motivators (intrinsic factors) and hygiene factors (extrinsic factors) influencing job satisfaction and performance. A convergent parallel design was employed, using a mixed-methods approach that combined quantitative data from 236 of the 336 teachers in government-aided secondary schools with qualitative insights from 10 head teachers of the selected schools. The findings revealed a moderate positive correlation (r = 0.469) between non-monetary incentives and teachers’ effectiveness, suggesting that enhancing these incentives could significantly improve performance. The study concluded that non-monetary incentives play a critical role in motivating teachers and recommended that school administrators and policymakers prioritize these incentives to boost teacher morale and effectiveness. Further research is encouraged to examine the impact of specific individual incentives on teacher performance.
Fees Disparities and Students’ Enrolment Patterns in Rural Private Secondary Schools in Isingiro South County, Isingiro District
(International Journal of Scientific Research and Engineering Development, 2025-09) Agumeneitwe Deus; Dr. Barigye Enock (PhD); Rev. Dr. Judith Arinaitwe (PhD)
The purpose of this study was to examine the relationship between Fees Disparities and student enrolment patterns in rural private secondary schools in Isingiro South County, Isingiro District. this paper was guided by the objective to assess the impact of Fees Disparities on student enrolment trends in rural private secondary schools in Isingiro South County. The study adopted a correlational research design, this design was appropriate because the study sought to establish the relationship between school fee disparities and student enrollment patterns in rural private secondary schools in Isingiro South County without manipulating any variables. The study targeted secondary school head teachers and household heads in Isingiro South County. To collect data, the study used two data collection methods; namely questionnaire survey and interview. The finding of the study revealed the statistical correlation between fees disparities and enrollment trends was weak, qualitative evidence and survey data indicate that affordability remains a central factor in shaping access to private secondary education in rural areas and concluded that fee disparities in rural private secondary schools significantly affect student enrollment, affordability, and perceptions of education quality in Isingiro South County. Although statistical correlations were weak, qualitative evidence highlighted affordability as a key factor in enrollment decisions, confirming that fee disparities contribute to educational inequality and emphasizing the need for policy interventions to improve access and concluded that private schools in Isingiro South County adopt more moderate and flexible fee structures.
Teachers’ Use of Managerial Skills and Learners’ Lesson Engagement In Government-Aided Secondary Schools of Buhweju District
(Bishop Stuart University, 2025-04-16) Asiimwe Moses Bakyene
The study was about teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The purpose of the study was to establish the relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. Objectives of the study were to assess the level of teachers’ use of managerial skills in Government-aided secondary schools of Buhweju District, to determine the quality of methods of Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District and to establish the relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The study adopted a correlational research design. The study population included District inspector of schools, District Education Officer, headteachers and teachers. A sample size was 176. The study employed interviews and observations as research methods. The researcher developed the interview guide and observation check lists as the data collection instruments. Qualitative data was analyzed thematically by organizing, interpreting, and drawing conclusions while Quantitative data from the observations was analyzed using descriptive statistics. Statistical Package for Social Sciences (SPSS) version 20.0 was used to analyze the quantitative data. The study findings showed a moderate positive statistically significant relationship between teachers’ use of managerial skills and Learners’ Lesson engagement (r =0.512**, p = 0.000). It was concluded that there is a significant relationship between teachers’ use of managerial skills and Learners’ Lesson engagement in Government-aided secondary schools of Buhweju District. The study recommended that the District Education Officer, District Inspector of Schools and headteachers should organize workshops and training sessions, implement mechanisms to monitor and evaluate the effectiveness of teachers and establish mentorship programs to improve teachers’ managerial skills. Teachers should attend to continuous professional development courses, collaborate with administrators to develop a comprehensive policy outlining acceptable quality of methods of Learners’ Lesson engagement.

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