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Browsing Book Chapters by Author "Muzaale, Ziraba Ibrahim"
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Item Teacher’s job demands and quality of teaching in selected government-aided secondary schools in Buikwe district, central Uganda(Kyambogo University (Unpublished work), 2024-03) Muzaale, Ziraba IbrahimThe study surveyed the relationship between teacher’s job demands and quality of teaching in government-aided secondary schools in Buikwe district guided by the following specific objectives; (i) to examine the relationship between teacher’s work overload and quality of teaching in selected government-aided secondary schools in Buikwe district, (ii) to establish the relationship between students’ misbehaviour and quality of teaching in selected government-aided secondary schools in Buikwe district, and (iii) to assess the relationship between large student diversity and quality of teaching in selected government-aided secondary schools in Buikwe district. The study captured both qualitative and quantitative data using a cross-sectional survey design because data was drawn from a cross-section of respondents. A sample size of 8 head teachers and 176 teachers of government aided secondary schools was sampled by means of purposive and simple random sampling techniques respectively. Semi-structured questionnaires, interviews plus observation guide were used for data collection. The study adopted demographic statistics (of; age, gender, education level and teaching experience) and Pearson correlation (of the mean indices of each construct of the IV and those of the DV) to measure the degree of association between teacher’s job demands and quality of teaching. The study found out that; (i) teachers were overwhelmed by work overloads in many school departments due to inadequate modern and relevant instructional materials, (ii) there were several common disruptive behaviour that students often do in the classroom and that those behavior give a significant impact on the whole classroom learning process, either for the teacher or the students and (iii) for the case of a large student diversity, religion was a means of instilling discipline in the learners; socio-economic status had a significant impact on the quality of teaching and that for all lessons, learners equally achieved irrespective of their gender. The researcher concluded that; (i) engaging teachers in a range of tasks and responsibilities can prevent monotony and enhance their problem-solving skills, creativity and overall job satisfaction, which in turn can positively impact quality of teaching, (ii) failure to apply effective teaching practices such as clear communication, engaging instructional methods and creating a positive and supportive learning environment can negatively affect student behaviour and, (iii) quality of teaching is closely linked to how well educators embrace and accommodate large student diversity and that embracing student diversity enriches the learning experience, promotes inclusivity, and prepare students for a globalized world. The researcher recommended that; (i) administrators in government-aided secondary schools should provide teachers with a certain degree of autonomy on their job by granting them the flexibility and freedom to make decisions regarding instructional methods, classroom management and curriculum adaptation, (ii) teachers should adopt effective communication skills during and outside class by clearly explaining concepts during lessons, actively listening to students, and encouraging teacher-student open dialogue so as to better classroom management and improved student behaviour and, (iii) teachers should be vigilant about addressing stereotypes and biases in the classroom by promoting an atmosphere of respect and tolerance, where all students feel valued and safe to express their opinions.