Masters Degree Dissertations

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School climate, professional development and effectiveness of teachers in Universal Secondary Education schools in Busiro county, Wakiso district, Uganda
(Kyambogo University (Unpublished work), 2024-10) Ahimbisibwe, Rashid
The study investigated the influence of school climate on the effectiveness of teachers moderated by professional development in universal secondary education schools in Wakiso district, Uganda. Specifically, the study examined the influence of school climate on effectiveness of teachers, assessed the influence of teachers’ professional development on effectiveness of teachers and tested the moderating effect of teacher professional development on the influence of school climate on effectiveness of teachers in universal secondary education schools in Wakiso district, Uganda. School climate was studied in terms of school environment, school safety and school engagements. Professional development was studied in terms of behavioural development, attitudinal development and intellectual development, while teacher effectiveness was studied in terms of effective lesson delivery, subject content expertise, classroom management, relational expertise, professional conduct and self-development. Using the quantitative approach, the study adopted the correlational research design. Data’ were collected from a sample of 210 teachers from 13 universal secondary education schools using a self-administered questionnaire. The data were analysed using descriptive and Partial Least Squares Structural Equation modelling (PL-SEM) using Smart PLS. Descriptive results revealed that teacher effectiveness was high, school climate and professional development were good. Structural equation modelling (SEM) results revealed that professional development had a positive and significant effect on teacher effectiveness, school climate positively and significantly predicted teacher effectiveness, but professional development had a negative significant moderating effect on the influence of school climate on effectiveness of teachers. It was concluded that school climate is imperative for effectiveness of teachers, professional development is paramount for effectiveness of teachers, and the interaction between professional development and school climate is not the most problem requirement for effectiveness of teachers. School administrators such as head teachers should promote conducive school climate in schools, the Ministry of Education and Sports, head teachers and other stakeholders should provide and encourage high professional development opportunities to teachers, and the Ministry of Education and Sports, and head teachers should provide teachers more professional development without giving equal emphasis to school climate.
Institutional factors and directorate of industrial training curriculum fidelity in vocational training centres in Kampala Capital City Authority
(Kyambogo University (Unpublished work), 2024-10) Ochwo, Richard
This quantitative correlational study explored the relationship between institutional factors and curriculum fidelity in vocational training centers within Kampala Capital City Authority. Specifically, the research investigated how instructors' teaching self-efficacy, institutional support, and leadership effectiveness collectively impact curriculum implementation. Data was collected from 108 respondents through self-administered questionnaires and analyzed using descriptive and inferential statistics. The study's findings showed a strong positive correlation between instructors' teaching self-efficacy, institutional support, leadership effectiveness, and curriculum fidelity. Key conclusions include: Instructors' self-efficacy is vital for curriculum fidelity, Institutional support and leadership effectiveness significantly enhances curriculum implementation. Based on these findings, recommendations were made: For the Ministry of Education and Sports and vocational training center principals, the recommendations were to: enhance instructors' self-efficacy through training and development, monitor instruction quality to ensure curriculum adherence, provide support to instructors for effective curriculum implementation. For vocational institutions, the recommendations were to: offer resources to adapt instruction to individual differences, facilitate learning experiences tailored to students' abilities, and promote efficient lesson time utilization. By implementing these strategies, vocational training centers can foster an environment conducive to curriculum fidelity, ultimately enhancing student learning outcomes.
Diversity management and work engagement of academic staff of Kyambogo University, Uganda
(Kyambogo University (Unpublished work), 2024-09) Nanteza, Resty
Work engagement is a pivotal driver of Organizational performance and a crucial determinant of success, as it significantly enhances competitive advantage. This study sought to investigate the influence of diversity management on the work engagement of academic staff at Kyambogo University in Uganda. It was guided by three objectives: the impact of diversity management policies, programs, and climate on work diversity. The study is of great significance to the body of knowledge, management of Kyambogo University, policymakers, and researchers. The study adopted the quantitative approach and the correlational research design to establish the relationship between diversity management and work engagement. Primary data was collected using self-administered questionnaires. A total of 188 academic staff members from Kyambogo University participated in this study. Data was subjected to descriptive statistics and Partial Least Squares Structural Equation Modeling (PLS-SEM) using SmartPLS software. The study findings were presented using graphs, tables, and figures. Findings revealed moderate levels of work engagement, diversity management policies, diversity management programs, and diversity management climate within the university. However, the SEM results yielded more subtle findings, indicating that diversity management policies exerted a positive and significant influence on work engagement, whereas diversity management programs had a positive but non-significant effect, and diversity management climate had a negative but non-significant impact on work engagement. This study concludes that diversity management policies play a vital role in fostering work engagement among academic staff, whereas inadequate diversity management programs contribute minimally to work engagement, and a suboptimal diversity management climate hinders work engagement. The study recommends that universities should develop and implement comprehensive diversity management policies to enhance work engagement. It further recommends that university leaders should design and execute effective diversity management programs to promote work engagement, and also cultivate a climate that values and supports diversity, thereby fostering work engagement among academic staff.
Organisational justice, resilience and psychological well-being of teachers in government-aided secondary schools in Nakawa division, Kampala Capital City Authority, Uganda
(Kyambogo University (Unpublished work), 2024-10) Amutuhaire, Shallon
This study examined the influence of organisational justice, resilience and psychological well-being among teachers in government-aided secondary schools in Nakawa Division, Kampala Capital City Authority in Uganda. The objectives of the study were: to assess the influence of organisational justice on the psychological well-being, examine the influence of organisational resilience on the psychological well-being and determine the role of employee resilience as a moderator on the relationship between organisational justice and psychological wellbeing of teachers in government-aided secondary schools in Nakawa Division. Organisational justice was studied in terms of distributive justice, interpersonal justice, and procedural justice. Resilience was studied in terms of living authentically, maintaining perspective and managing stress, while psychological well-being was studied in terms of feeling of competency, interpersonal fit, perceived recognition, and desire for involvement. Guided by the correlational research design, this study was quantitative and involved a sample of 184 teachers who provided questionnaire data. Smart Pls was used to do partial least squares structural equation modelling (PLS-SEM) and descriptive statistics analysis of the data. Descriptive statistics revealed that teachers' psychological well-being and resilience of teachers were high but organisational justice was low. Structural Equation Modelling revealed that the influence of organisational justice on the psychological well-being of teachers was positive but insignificant. However, employee resilience had a positive and significant influence on psychological well-being. Further, the study revealed that the moderating effect of teacher resilience on the influence of organisational justice on the psychological well-being of teachers was negative and insignificant. It was concluded that interpersonal justice is more important than distributive and procedural justice, resilience is vital for teacher psychological well-being and combining organisational justice and resilience is not a requirement for promoting teacher psychological well-being. Therefore, the study recommends that head teachers should improve on their implementation of procedural and distributive justice in schools, school head teachers should promote resilience among teachers, and head teachers should not emphasize promotion of resilience alone but neglecting organisational justice.
School-based welfare and teacher affective commitment in secondary schools in Kaliro district, Uganda
(Kyambogo University (Unpublished work), 2024-06) Wanzala, Peter
The study sought to investigate the relationship between School-based welfare benefits; (economic, recreational and facilitative welfare benefits) and Teacher Affective Commitment (TAC). The study involved 202 respondents (teachers) from 8 selected secondary schools in Kaliro district, Uganda. Data were collected using Self-Administered Questionnaire (SAQ). Data were analyzed using percentages and means for descriptive analysis. Whilst, Pearson linear correlation analysis was used to establish the relationship between School-based welfare benefits and Teacher Affective Commitment. The results showed that economic welfare benefits substantially and positively related to teacher emotional commitment (r=0.340, ρ=0.000<0.05). While recreational and facilitative welfare benefits were not (r=0.15, ρ=0.062>0.05, r=0.21, ρ=0.706>005) respectively. Therefore, economic welfare benefits is still a significant positive probable prerequisite for teacher affective commitment while both recreational welfare benefits and facilitative welfare benefits are insignificant antecedents of teacher affective commitment in secondary schools in Uganda. School managers and education policymakers should prioritize strengthening economic welfare benefits for teachers through offering competitive allowances, timely incentives and professional development. Additionally, secondary schools should reevaluate and enhance recreational and facilitative welfare benefits for teachers to create a supportive school environment. Regular assessments of welfare programs, collaboration with teachers and further research would also contribute to improving teacher affective commitment in secondary schools.
Strategic planning and quality of instruction : a case of selected public secondary schools in Juba county, South Sudan
(Kyambogo University (Unpublished work), 2024-10) Ring, Garwech Kuol
This research was conducted to assess the relationship between the dependent variable (DV) that include (Strategic Planning Status Quo, SWOT Analysis and Strategic Plan Implementation) and Independent Variable (IV) these include (teachers’ Pedagogical Knowledge and teachers’ Content Knowledge) in selected government high schools in Juba County, South Sudan. The main objective of the study is to investigate any potential connection that existed within strategic plan and quality of Instruction. The researcher used a correlation in his research design method to measure the linkage between school strategic plan and quality of instruction in government high senior schools in Juba. He used a blended research design method in order to collect relevant respondents’ views to investigate certain burning issues and improve people’ social situations. He also used stratified sampling technique in order to place respondents into strata as per the school category (academic and technical schools). He chose a simple random method to select the subjects and applied descriptive statistics to analyze quantitative data, employing Statistical Package for Social Science (SPSS) to facilitate understanding the connection between the two variables. According to the research findings, the association between Strategic Plan (SQSP), Quality of Instruction (QOI) and was due to the following reasons: 1) achievement of organizational goals, objectives and values resulted to positive impact on Quality of Instruction, 2) by encouraging learners and making them feel the ownership of the school strategic plan, and 3) great improvement in the quality of instruction through implementation.
Student accommodation and academic engagement of undergraduate students at Ndejje university, central Uganda
(Kyambogo University (Unpublished work), 2024-10) Birungi, John
The research investigated the relationship between student accommodation and academic engagement of undergraduate students at Ndejje University in Central Uganda. The objectives of the study were to; establish the relationship between the proximity of student accommodation and students’ academic engagement, to find out the relationship between the student accommodation facilities and students’ academic engagement, and to examine the relationship between the quality of student accommodation utilities and students’ academic engagement. The study adopted a cross-sectional survey design. The participants comprised of 120 undergraduate students of Ndejje University which gave a response rate of 60%. The data was collected on the study variables using self-administered questionnaires. Data was analyzed using quantitative methods using relative frequencies and descriptive statistics especially by means. Pearson linear correlation coefficient was used to relate elements of student accommodation and academic engagement of undergraduate students. Regression analysis was used to establish the relationship of each element under student accommodation namely; proximity of student accommodation, student accommodation facilities and the quality of student accommodation utilities with student academic engagement. The findings revealed that the three student accommodation aspects namely; proximity of student accommodation, student accommodation facilities and quality of student accommodation utilities had a positive significant relationship with student academic engagement. This meant that all the three null hypotheses were rejected. Based on these findings, the study therefore established that students residing near the university can attend lectures punctually and consistently due to reduced travel stress, enhancing punctuality, preparedness, and social integration, while also benefiting from easy access to recreational facilities. Student residences’ aesthetic quality enhances their perception of their living environment, boosting motivation and engagement, and promotes a balanced, productive study environment. While reliable safe water supply improves cleanliness, reduces instances waterborne diseases, and fosters a healthy living environment for undergraduate students, enabling them to concentrate on their studies. The study recommends that University administrators and private entrepreneurs should collaborate and provide affordable, modern accommodation to ensure student academic engagement and The Ministry of Education and Sports and the National Council for Higher Education should establish and enforce minimum standards for university accommodation in Uganda.
Funds management and operational performance in Universal Secondary Education schools in Mukono district, Uganda
(Kyambogo University (Unpublished work), 2024-09) Gwom, Robert
Remarkable operational performance in schools is crucial towards achieving excellent educational outcomes and ensuring overall school functioning. The study aimed to establish the influence of funds management on operational performance in Universal Secondary Education Schools in Mukono District, Uganda. It was guided by three objectives: To establish the relationship between budgeting, internal control systems, book-keeping and operational performance in USE schools. A total of 9 schools were selected and data was collected from them. The study adopted the quantitative approach and the correlational cross-sectional design was employed. Data was collected from Head Teachers, Directors of Studies, Bursars and Teachers comprising 132 participants using self-close-ended questionnaires. Data analysis was done using descriptive statistics, Pearson correlation and linear regression. The key findings indicate that two aspects of funds management namely; Budgeting (β = 0 .185, p = 0.046 < 0.05) and book-keeping (β = 252, p = 0.000 < 0.04) had a positive and significant association with operational performance in USE schools. However, internal control systems (β = 0 .153, p = 0.130 > 0.05) had a positive but insignificant relationship with operational performance. The research concluded that budgeting was paramount in boosting operational performance, low internal control systems impeded operational performance and book-keeping was important in supporting operational performance in schools. Therefore, the study recommended that Head teachers should adhere to participatory budgeting by involving user departments to improve accountability, conform to funds allocation guidelines issued by the Ministry of Education to improve delivery of priority needs and ensure that proper records of cash flow are maintained to ascertain financial position at every point in time. The Ministry of Education should increase staffing in schools to support delineation of roles to improve check and balances in operations. The Ministry of Education should also deploy Procurement Officers in schools to support realization of value for money in procurement functions.
Financial management practices and performance of secondary schools in Arua district, Uganda
(Kyambogo University (Unpublished work), 2023-10) Edema, Sprenister Bacia
The performance of secondary schools plays an important role in the quality of education provided in the secondary schools in Uganda. Although the ministry of education and sports had implemented initiatives, to enable secondary schools manage their resources to achieve educational objectives, schools in Arua district still had challenges with effectively utilizing their financial resources to achieve national and institutional educational objectives. The study examined the relationship between financial management practices and the performance of secondary schools of Arua District, to provide a basis for relevant interventions. Using a cross-sectional survey, data was collected from 62 respondents who included 8 school bursars, 7 head teachers, 40 heads of departments and 5 members of school boards of governors by the help of a structured questionnaire and interview guides. Data was analyzed by use of Statistical Package for Social Scientists (SPSS), multi-regression and content analysis. The findings of the study revealed that: financial planning was not significantly related (r = .22, p > 0.01) to the performance of secondary schools, meaning that the level at which it is done is not enough to affect the performance of these institutions. Financial control was significantly related (r = .16, p < 0.05) to performance of secondary schools, though its effect was not significant (β = .03, p> 0.05). Financial reporting was significantly related to performance of secondary schools (r = 32, p < 0.01) and had a positive effect (β = .236, p < 0.05) on the performance of secondary schools. Overall financial management practices had a 9.8% (r2 = .098) positive effect on the performance of secondary schools. Therefore, Ministry of Education and Sports should strive to implement the Uganda public finance management guidelines in Secondary schools. The Board of Governors in secondary schools should be empowered to monitor and influence the financial management practices of secondary schools towards better school performance. Further research is recommended to examine mechanisms and structures that can help Stakeholders in secondary schools take an active role in monitoring and influencing the financial management of secondary schools, implement better work environments in Secondary schools in Uganda.
Quality assurance practices that enhance employability of students from public universities in Uganda
(Kyambogo University(Unpublished work), 2024-11) Twesigye, Agnes Tagulwa Elvaida
An investigation was conducted on Quality Assurance Practices (QAPs) that enhance employability of students from public universities in Uganda. Kyambogo University was a case institution. Employability of students was investigated with emphasis on Curriculum Review, Industrial Training, and Career Services as Quality Assurance Practices that inform quality assurance structures in developing professional and lifelong learning. The objectives of this study were to: evaluate students’ and employers’ perceptions of employability; determine the relationship between curriculum review and employability of students; examine the relationship between industrial training and employability of students; and to analyse the relationship between career services and employability of students. The study used explanatory mixed methodology. Quantitative data was collected using a self-administered questionnaire. Qualitative data was collected using in-depth interview guides. Quantitative data was analysed using descriptive statistics while qualitative data was analysed using thematic analysis. Quantitatively, the study established that: there was a significant difference in the perception of employability between employers and students; while curriculum review, industrial training and career services had a strong positive statistically significant correlation with employability of students. Qualitatively, the study established that: employers expect students to have theoretical knowledge and competences from their degrees but also require them to demonstrate a range of broader personal and interpersonal skills. The following recommendations that could help to improve employability of students were made: A collaborative curriculum review should be emphasized by engaging key stakeholders of university education to promote relevance and lifelong learning. Universities should collaborate and develop partnerships with industry to resolve the problems of industrial placements for students and career services provision. Also, the Government of Uganda should develop a well-structured legal framework that will enable all key stakeholders of university education to work in collaborative partnerships to deliver high quality education in terms of training and research for sustainable economic and social development.
Parents' and teachers' perception of the Universal Secondary Education policy implementation in Mukono and Kayunga districts in Uganda
(Kyambogo University(Unpublished work), 2011-12) Ssentongo, James
This study was set out to investigate Parents' and Teachers' perception of Universal Secondary Education (USE) policy implementation in Uganda since this is a new innovation in the education sector whose implementation brought mixed feelings among the key stakeholders (Parents and Teachers). The study was set out to: find out the benefits of USE to both Parents and Teachers; establish whether Parents and Teachers significantly differ in the way they perceive USE policy implementation; find out whether personal variables of Parents and Teachers such as age, sex and others significantly influence their perception of USE policy implementation; find out whether teachers in government and private schools significantly differ in the way they perceive USE policy implementation; and establish Parents' and Teachers' views on how USE policy implementation could be improved. The study carried was out in Mukono and Kayunga Districts which involved the use of a descriptive survey design with both quantitative and qualitative approaches. Data was collected from 471 respondents of which 93 were parents, 65 teachers of USE government schools, 75 teachers of USE private secondary schools, 70 teachers of Non - USE government secondary schools, 90 teachers of non - USE private secondary schools and 78 key informats using a structured self – administered questionnaire and an interview guide for key informats. The Data collected from hypothesis one and five were analysed using frequencies and percentages as it was from open-ended questions, while that from hypothesis two, three and four were analysed using Analysis of Variance (ANOV A) to determine the level of significance of personal variables versus parents' and teachers, perception of USE. The findings of the study indicated that both parents and teachers have benefited significantly from USE implementation though differently. They also revealed that parents and teachers significantly differ in their perception of USE implementation. They indicated that all personal variables of parents and teachers significantly influence their perception of USE implementation, although some variables have more influence than others. On the other hand, teachers of government and private schools differ in their perception of USE policy implementation. Lastly, the research findings revealed that there were a few differences between Parents' and Teachers' suggestions of how USE implementation could be improved. From the findings of the study, the researcher concluded that; 1. Both parents and teachers have significantly benefited from USE implementation. 2. Parents and teachers do significantly differ in their perception of USE implementation. 3. All personal variables significantly influence the parents' and teachers' perception of USE although some variables such as education level and number of dependants have more significant influence on the parents' and teachers' perception of USE implementation than the rest. 4. Teachers in government and private schools do significantly differ in their perception of USE, but those in government and private USE schools, and those in government and private non-USE schools had no significant perception differences. 5. Both Parents and Teachers have similar suggestions for improving USE policy implementation which can lead to the successful implementation of the policy. Based on the findings, the researcher recommended that: there should be massive sensitisation of all stakeholders to enable them play their roles adequately; there should be rational increment of teachers' salaries and promptness in payment; there should be adequate and timely release of USE funds, with annual increment in subscription per student to cater for inflation; strengthening the inspection and monitoring of USE school and funds; providing enough infrastructure and instructional resources to match with the increased enrollment; recruitment of more teachers to reduce the student-teacher ratio; and introduction of USE at A-level as well as modifying the secondary school curriculum to impart more technical skills to students for self-reliance. The researcher recommended the following areas for further research: The impact of USE on teachers' commitment and job satisfaction in government aided USE schools; The contribution of Parents' and Teachers' Associations (P.T.A) and Board of Governors (B.O.G) in the implementation of USE policy; Evaluation of USE policy implementation; and The effect of UPE and USE on the quality of education in Uganda.
Empowerment and performance of head teachers in private secondary schools in Nakawa urban council- Kampala capital city authority
(Kyambogo University (Unpublished work), 2016-09) Nsubuga, David James
This study examined the influence of empowerment on the performance of Head Teachers in Private Secondary Schools in Nakawa Urban Council, Kampala Capital City Authority. The study specifically explored the effect of autonomy, knowledge of the school and resources on Head Teacher performance. The findings revealed that a positive relationship existed between empowerment and Head Teacher performance. Head teacher's empowerment is an indispensable ingredient in the process of building successful private secondary schools. Head Teachers are empowered, when given autonomy to manage schools, have adequate knowledge on all aspects of the institutions they manage and the required resources. School owners do not give sufficient autonomy to Head Teachers due to lack of trust and collaboration. This led to low involvement of Head Teachers in making decisions on financial matters and human resources management. Head teachers were also not fully involved in formulating school vision, mission and strategic plans, and subsequently there was no ownership and shared understanding of the developed missions and plans. Failure by school heads to buy into the plans lead to poor implementation of the school programs and hence, poor performance. Most owners of private secondary schools in Nakawa Urban Council still believe in the outdated traditional institutional management approach that only school owners are competent enough to make decisions and for the Head Teachers to carry out. School owners were also not aware of the fact that shared leadership and teamwork can help institutions flourish and be more effective. On the basis of the findings, it was recommended that, there is need for sensitisation workshops to help school owners know the role of empowerment in the performance of Head Teachers. A standard policy on empowerment of Head Teachers by school owners in private schools should be written by the Ministry of Education and enforced in schools. There is need to help Head Teachers in their management training to know how they can build trust from stakeholders of schools. Short management courses for Head Teachers and owners of schools are needed on how to build teams that are effective. It would be interesting to find out if Head Teachers with more experience feel more empowered than new Head Teachers.
Stakeholder participation in policy implementation and girls’ performance in Universal Primary Education schools : a case study of Katale Busawula church of Uganda primary School
(Kyambogo University (Unpublished work), 2017-11) Tusaba, G. Tracy
Since the implementation of the Universal Primary Education (UPE) in 1997, there has been an increase in the enrolment in UPE schools but with less improvement in the performance of the girl child (MoES, 1998a). Therefore the study looks at the influence of stakeholder participation in policy implementation and performance of girls in a selected primary school under the UPE program. Specifically looking at the influence of parents' support in schools ' co-curricular activities on the performance of girl child in UPE schools, the effect of the clergy's involvement in school meetings on the performance of girl child in UPE schools and the influence of teachers' commitment on the performance of girl child in UPE schools. The study adopted both qualitative and quantitative research methods in data collection, analysis and presentation. Qualitative research methods were used in reviewing literature gathered from journals, the Ministry of Education and Sports Uganda and internet source. On the other hand, quantitative research methods involved the use of survey questionnaires in collecting data. Further quantitative data analysis methods were used that included descriptive statistics such as frequencies, percentages, mean and correlation methods. The study sample included 80 respondents consisting of the teachers, parents, PTA members, clergies and pupils in Busawulwa Church of Uganda Primary School located in Nsangi Division, Wakiso District. The 80 respondents were determined based on Morgan and Krejcie (1970) sampling table. Findings revealed that there is a significant positive relationship between stakeholder participation in policy implementation and performance of girl child (r =.894, p<.OOO 1). This means that when stakeholders participated in policy formulation, the higher the chances of girls’ improvement in performance. Therefore schools should consider organizing sensitization workshops for all stakeholders and need for key stakeholders to raise voices to district authorities to formulate policy within the UPE programs that punish parents that deny girls fundamental right of education.
Headteachers' leadership styles and teacher performance in secondary schools in Buikwe district
(Kyambogo University (Unpublished work), 2018-11) Muro, Denis Nelson
The purpose of this study was to examine the relationship between Head teachers' leadership styles and Teachers' performance in secondary schools in Buikwe district. Three research objectives were formulated to guide the study which was; to establish the different leadership styles used by head teachers, the nature of teachers' performance, investigate the impact of Leadership styles on teachers' performance. The study employed descriptive cross-sectional survey research design to collect quantitative and qualitative data. The study targeted 12 head teachers, 120 teachers and 240 students. Purposive sampling technique was used to get 12 head teachers, 240 students and simple random sampling was used to select 120 teachers. Three instruments were used to collect data for the study. Descriptive statistics were used to establish head teachers' leadership styles and the nature of teachers' performance. Regression analysis and ANOVA were used to test the relationship between leadership styles and teachers' performance. It was found that the Autocratic leadership style was the most commonly used by head teachers. Teachers' performance was found to be at a moderate level. Teachers' performance was better in schools having head teachers using autocratic leadership style than in schools having head teachers using democratic or laissez-faire leadership styles. It was recommended that Ministry of education and sports should organize workshops for head teachers on effective leadership styles for school management, there is need for support supervision in secondary schools to improve teacher performance, head teachers should use a mixture of autocratic and democratic leadership styles to enhance better job performance among teachers.
Information communication technology (ICT) policy and local government service delivery in Uganda: a case study of Luwero district local government
(Kyambogo University (Unpublished work), 2018-11) Kyega, Yowasi
Public service delivery in Uganda has been described as poor, inefficient and ineffective. It is often subject of ridicule because of its rigidity. There are problems of corruption, transparency and accountability, high cost of administration and wastage. The deployment of Information and Communication Technology (ICT) in the Public Service delivery has not made much a difference. It is therefore necessary to assess ICT Policy and Local Government Service delivery in Uganda particularly in Luwero District Local Government. But specifically to assess the effect of computer access to service delivery, to establish the influence of software on service delivery, to investigate the influence of information technology on the cost of administration, to investigate the effect of ICTs on education service delivery, to establish the relationship between ICTs and service delivery in Luwero District Local Government in Uganda. The study used a combination of survey through personal interview and questionnaire to collect data from the selected sub counties staff and the respondents using both stratified, simple random and purposive sampling techniques. The data were analyzed with inferential statistical tools. The finding from public servants views showed that ICT has a significant relationship with delivery of service and that the performance, effective service delivery, transparency and accountability with a P=0.001 which is significant at 5% error bound. This is the same case with Internet increase on the services delivery to the local service delivery with P=0.002l at 5% errors bound. The same was the case for timely delivery of information with P=0.0001 as well as information dissemination with P-values 0.0061. However for cost reduction, it is not significant though it thee was in impact of the reduction on the costs and wastage. This insignificancy can be attributed to higher cost of the surfing bundle. It is recommended that the use of ICT should be encouraged and expanded in Luwero District Local Government. The government should give priority to the strategies that will increase the grounds for an effective and transparent public service delivery that gets every day closer to citizens of Uganda at reduced cost.
Teaching resource management and students' competence in English language in private secondary schools in Makindye Division, Kampala city
(Kyambogo University (Unpublished work), 2018-11) Namaganda, Holly Monira
The study aimed at examining the relationship between teaching resource management and students' competence in English language in private secondary schools in Makindye division, Kampala City. The objectives of the study were to: establish the relationship between physical resources management and students' competence; human resources management and students' competence; and examining the moderating relationship between ·learning environment and students' competence. The study applied a cross sectional research design along with a quantitative research approach. The study used a sample size of 28 secondary schools from which 140 respondents were selected using simple random sampling technique. Primary data was obtained using a structured questionnaire instrument. Validity of the instrument was obtained using CVI while reliability, using Cronbach Alpha Coefficient. From the field, data was sorted, edited and processed using SPSS (v.20). Results were presented using a frequency table and inferential statistics of correlation and regression. The study found a positive relationship between physical facilities management and students' competence (r=.500, p
Influence of school management committees on learners' academic performance in Kasese municipality government aided primary schools
(Kyambogo University (Unpublished work), 2016-11) Kato, Herbert Centenary
The main aim of the study was to analyze the influence of School Management Committees (SMCs) on improving learners' performance in Kasese Municipality; Government-aided Primary Schools. The specific objectives were to assess SMC's contribution to monitoring the utilization of resources towards academic performance of learners in Kasese Municipality Primary Schools to establish SMC's role in decision making and on learners' academic performance. The other objective was to determine SMC's involvement in the schools financial management on learners' academic performance. The study design was a descriptive cross sectional survey that included qualitative and quantitative data. Hundred respondents participated in this study including: 50 SMCS, 40 Teachers and 10 Head teachers, from 10 primary schools, selected using purposive and simple random sampling techniques. The study employed semi structured questionnaires and interview guide to collect data which was analyzed using SPSS. The study revealed that, SMC members did play their part towards academic performance of the Schools but were faced with serious challenges in supervision, monitoring and management of schools they were in charge of, on account of low their levels of education. The study recommended that a minimum education qualification of SMC members to be established for proper functioning of SMC. Adequate training and orientation arrangement on role and responsibilities of SMC should be taken for capacity building. The selection of SMCs should include those who can effectively communicate on academic matters, monitor teachers and have capacity to contribute and mobilize facilities. Another recommendation was that Head teachers should effectively utilize SMCs in curriculum implementation and monitoring by regularly inviting SMC members to provide guidance and counseling of teachers to enhance effective academic performance.
Institutional factors affecting students' academic performance in selected government secondary schools in Kampala central division
(2017-12) Kyagaba, Aisa
The study focused on examining the effect of institutional Factors on Students' Academic Performance" in Selected day public Secondary Schools. The specific objectives were to: establish the influence of teachers' characteristics on students' academic performance, determine the extent to which the head teachers ' supervisory role affects students' academic performance and establish the effect of school infrastructure on students' academic performance in public secondary schools in Kampala central division. The study adopted a descriptive survey research design with both quantitative and qualitative approaches. The sample of 152 respondents participated in the study. Simple random and purposive sampling techniques were used to select respondents. Interview guide and questionnaires were used to collect the data. Statistical Package for Social Sciences (SPSS) aided data analysis. Quantitative data was analysed using descriptive statistics. Quantitative data was analysed based on observed themes. The data collected were analysed using frequencies, means, standard deviation and multi-regression analysis to explain A NOVA in students' academic performance. The study revealed that, the average failure rate in the four studied schools was 62.66%. Day mixed Secondary public schools in KCCA had no experienced and long-serving teachers which led to continuous trend of decline in students' performance. There were limited school infrastructure such as classrooms, teaching and learning materials; low staffroom space, desks and limited space for extra lessons. It is deduced from the findings that teachers were not so critical in classroom methodology, failed to complete the syllabus in time. Head teachers did not discharge their supervisory role appropriately. This included check the professional documents such as schemes of work, lesson plans, lesson notes, records of work done, students' exercise books and actual teaching in classrooms. The study recommended that, Government and other educational stakeholders should provide public day secondary schools with qualified and competent teachers, additional study time during the weekends.
Liberalisation of university education and the learning environment in public universities in Uganda: a case study of Kyambogo University
(Kyambogo University (Unpublished work), 2018-10) Bwana, Wambesyo Michael
`This study sought to establish the influence of liberalisation of University education on the learning environment of Public Universities. Kyambogo University was used as a case study. Specifically, the study examined students' enrolment, funding mechanisms and customer orientation and their effect on the learning environment in Kyambogo University. The study adopted a case study design and it employed quantitative and qualitative paradigms. Quantitative data was analyzed using descriptive statistics, simple linear and multiple regression analyses, while qualitative data was analyzed using content analysis. Data was collected using a structured questionnaire and a key informant interview guide. A total of 101 respondents participated in the study. They included 89 randomly selected students and 12 key informants from University senior officers and student leaders. It was found out that the increased students' enrolment had lowered the quality of learning environment at the University. Students were not able to freely access learning resources, materials and learner support. The University was not able to use the tuition fees paid by students to provide a conducive learning context that has counselling, mentoring, teaching assistants, libraries, online resources and technology. Despite private students being the major sources of income for the University, they were not given adequate opportunity to influence provision of learning services. There were no services planning, implementation and monitoring opportunities given to students. Students' participation would enable the University to better identify their needs, make appropriate budgetary allocations and monitoring of effective resources utilization. This would increase the provision of a better learning environment. It was further found that the learning environment largely depends on students' enrolment and that ability of the University to effectively use the funds generated to provide key learning resources and promote collaborative and collective decision-making with students regarding the provision of services and allocation of resources. Thus, it was recommended that a new quality assurance standard be instituted that motivates Universities to allocate about 40% of their funds to learning infrastructure development. The NCHE should amend the rights of Universities and include students' rights so as to promote the motivation by Universities to meet the needs of the students more fully. Universities need to provide frameworks and opportunities for Student leaders to supervise administrative and managerial roles of University officers in charge of learning environments. Universities need to empower students and their leaders to demand for services that are commensurate with the fees they pay. To reduce enrolment in Public Universities, the government should improve on the quality of other Tertiary Institutions such as Polytechnics, Technical Institutions, Community Colleges and Adult education so that they attract students away from Public Universities.
Management of student discipline and academic performance in selected secondary schools in Arua district,Uganda
(2018-11) Archangelo, Ayuu
This study is aimed at investigating "Student Discipline and Academic Performance in Selected Secondary Schools in Arua District". The objectives were to: examine the management indicators of student discipline in schools in Arua district, examine the impact of the discipline management on students' academic performance and find strategies of improving discipline among students in selected secondary schools in Arua district. A total of 12 schools (seven Government aided and five privately owned schools) in Arua district were selected and data collected on these schools. A cross sectional research design tool was preferably used in which representative samples of 100 participants across the population of teachers, students, administrators and parents were involved. The study established that student discipline is regulated through roll calls, close monitoring of school attendance by teachers and parents to a greater extent. This must be supported by the administrators for the students to perform well. In addition, extra-curricular activities tended to have control over the student behavior. It is noted that schools which support extra-curricular activities tended to do well in National examinations. Finally, the study recommended the following in order for school administration to improve discipline: recognize acceptable classroon1 norms with rewards and punish unacceptable norms, keep manageable enrolment for easy class control and discipline management, pay attention to control environmental factors such as carefully rewarding negative learner behavior by teachers minimizes case of indiscipline in the school and substituting corporal punishment with other strategies that can make the learner discover himself or herself to change positively.

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