Faculty of Education

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Browsing Faculty of Education by Author "Adrole, Macarious"

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    Stakeholders involvement and girl–child retention in government aided secondary schools in Terego district, Uganda
    (Muni University, 2025-02-18) Adrole, Macarious
    The fact that stakeholders need to be involved in the girl child retention in secondary schools. Girl children themselves need to have self-motivation to remain and complete their secondary education. The study adopted the following objectives: to examine the stakeholder’s involvement and girl child retention in government aided secondary schools in Terego District, informal by stakeholder’s theory. Using Cross sectional design quantitative and qualitative methods, on sample of 145 respondents. The schools were clustered into government aided according to the similar characteristics, purposed members, and random sampling to select teachers, parents, and female students. Quantitative data analysis used descriptive statistics involving mean, frequencies, and percentages; inferential statistics involving Pearson correlation, while qualitative analysis involved grouping data into theme. The study findings showed that there is a position effect of stakeholders, involvement strategies on girl child retention in government aided secondary school. Stakeholders’ involvement in decision making and girl child retention (r =. 383, P = -000) with a coefficient of determination r2 = .1466 indicates that a proximately 14.66% of the variance in girl child retention can be explained by decision making. Safe school learning environment and girl child retention (r = .453, P = 000) with a coefficient of determination r2 = 205 indicates that approximately 20.5% of the variance in girl-child retention can be explained by the safety of the school learning environment. Family support and child retention (r =.370, P.000) with a coefficient of determinants r2=.1369 indicates approximately 13.69% of the variance in girl child retention can be explained by family support. While decision making, safe learning environment and family support have positively influenced on girl child retention, significant parties of other retention are influenced by other factors. The study concludes that the implementation of strengthening stakeholders’ involvement capacity in decision making and evaluate their outcomes to have gender responsive school leaning environment to enhance family support programs. Create a positive and supportive learning environment where students feel valued, and retention can be achieved.