Browsing by Author "Omara, Polycarp"

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    Application of developmental supervision model in secondary schools in greater Arua, Uganda
    (International Journal of Education and Social Science Research, 2023-07-18) Omara, Polycarp; Naluwemba, Frances; Ssetumba, John Bosco
    The quality of any education system largely depends on the level of teacher competence and teacher competence enhancement depends on the support systems provided by the school-based supervisors. However, literature show that not all teachers especially in developing countries like Uganda demonstrate high level of competence. The study was conducted to examine the application of the different dimensions of developmental supervision in secondary schools in Arua, Uganda. The study employed a concurrent mixed method design. Simple random and purposive sampling techniques were employed. Data were collected from 270 teachers using self-administered questionnaires while 20 head teachers and 20 directors of studies participated in semi-structured interviews. Thematic analysis techniques were used to analyse qualitative data while descriptive statistics were used to analyse quantitative data. The findings revealed that school-based supervisors employed directive supervision, collaborative and non-directive supervision. However, directive supervision was commonly applied compared to collaborative and non-directive supervision. Head teachers preferred directive supervision to be applied to all categories of teachers. On the other hand, teachers preferred directive supervision to be applied to novice teachers while collaborative and non-directive supervision to be applied to experienced teachers. Binary logistic regression model revealed that there was no significant difference in application of supervisory approaches according to participants demographics. The study recommends training of school-based supervisors, harmonisation of policy on supervision and encourage head teachers to delegate supervisory roles to senior teachers and John Bosco Ssetumba
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    Learning at home during COVID-19 pandemic in Abim District, Uganda: learners’ perspectives
    (Journal of Education and Social Sciences, 2020-10) Omara, Polycarp
    The purpose of the study was to explore learners’ perspectives on the extent to which they were supported during COVID-19. The study also examined the challenges learners faced while learning at home during COVID-19 pandemic in Abim district, Uganda. Both quantitative and qualitative methods were used. Data were collected from learners at primary and secondary levels. Participants were sampled randomly from the five parishes in the sub-county of Morulem, Abim district. Out of the total population of learners in Abim district, 375 learners were sampled to participate in the study. Questionnaires and focused group discussion guides were used to collect data. Research ethics were observed through seeking access to the field and seeking participants’ consent. In addition, confidentiality and anonymity were also key ethical considerations. Quantitative data were analysed systematically. Data analysis was done using SPSS involving descriptive and frequency counts presented using tables, graphs and pie charts. Qualitative data were analysed using thematic content analysis. Data revealed that learners faced a challenge of poverty which resulted to malnutrition, lack of access to media such as radios, television and newspapers. This was coupled with lack of power and internet connectivity. Learners also faced a challenge of lack of study routine and too much domestic chores; lack of role models and guidance from their illiterate parents. As way forward, it is proposed in this study that government should provide adequate self-study materials and learners should be supported to access media such as radios, TVs and newspapers. Parents should be encouraged to provide adequate scholastic materials; give learners ample time for studies and parents should support learners through guidance and counselling. Finally, this study recommends that with the demands COVID-19 has exerted on education, nations worldwide should revise their policies on teacher preparation and development, curricular, parental involvement, funding and infrastructural development.
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    Learning to teach and teaching to learn: examining the effectiveness of school practice in improving student teachers’ pedagogical practices in Uganda
    (International Journal of Education and Social Science Research, 2021-05) Omara, Polycarp; Akwongo, Betty; Asega, Joseph; Ecuru, Paul; Okwong, Davis
    The purpose of the study was to examine the effectiveness of school practice in improving student teachers’ pedagogical practices in West Nile, Uganda. Specifically, the study sought to examine the effectiveness of school practice supervision in improving student teachers’ planning and preparation skills; presentation and delivery skills and determine the effectiveness of school practice supervision in improving student teachers’ self-evaluation skills, which forms the frame work of quality teaching and learning process. The study was conducted among Muni university final year student teachers pursuing Bachelor of science with education. Concurrent mixed method research was employed to collect data from school practice supervisors (n=12) and final year student teachers (n=46). Quantitative data was collected using pretested, standardised supervisors’ assessment forms. Qualitative data was gathered by identification of major themes from the school practice reports by each student teacher and during debriefing meeting after school practice using Focused Group Discussion. Findings revealed that professionally conducted school practice supervision greatly enhanced student teachers’ lesson preparation and planning, lesson delivery and presentation, and selfevaluation skills. However, some student teachers still demonstrated low competence in record management and use of instructional materials. The study therefore, recommended that mentors at all levels should put emphasis on ensuring that student teachers exhibit high level of creativity and innovativeness in the entire teaching learning process, if universities are to transform education system in our country. Supervisors should treat school practice as a non-judgmental, but rather, a mentorship exercise tailored towards the professional growth of student teachers. Enforcement of strict adherence to the quality assurance standards on the organization and management of school practice in education training institutions by National Council for Higher Education should be ensured through standardised quality checks and monitoring program.
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    Learning to teach in the era of uncertainties: challenges and lessons learnt by student teachers during Covid-19 pandemic in Uganda
    (European Journal of Education Studies, 2022-04) Omara, Polycarp; Akwongo, Betty
    The global impact of the COVID-19 pandemic is not only being felt by different social classes of people, but also across levels of education systems. There was a paradigm shift from the traditional teaching approaches to a more flexible one, including remote teaching. This crisis uncovered the many challenges in the education system such as access and lack of supportive environments for both teachers and learners. The teacher trainees were greatly affected as they could hardly complete their teacher training programme in time. The purpose of this study was to investigate student teachers’ perception of teaching during the COVID-19 pandemic. Specifically, to explore challenges faced by student teachers; document lessons learnt and coping strategies improvised while teaching during the COVID-19 pandemic. A concurrent mixed method design was adopted. Both quantitative and qualitative data were collected from 46-year three student teachers of Muni University. Data were collected using student teachers’ reflective journals and reflective meetings. Challenges experienced by student teachers were related to placement, supervisor-supervisee relationship, inadequate support from school authorities, inadequate skills in classroom room management and time management. Student teachers adopted coping strategies like teamwork, collaborative and adaptive skills, classroom and discipline management. Four categories of lessons learnt were adaptiveness, collaboration, creativity and uniqueness of learners. They learnt how to incorporate modern approaches including those embedded in Bloom’s taxonomy. The study recommended that teacher training institutions should ensure adequate and wholistic preparation of student teachers prior to school practice; school practice supervisors should treat school practice supervision as a non-judgemental exercise meant to enhance student teachers’ professional growth, and school authorities should provide required materials and mentorship to student teachers.
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    Stakeholders’ perception of the benefits and barriers to school-community partnership in Seed Secondary Schools in West Nile Region, Uganda
    (African Journal of Education, Science and Technology, 2021-01-15) Omara, Polycarp;
    The purpose of the study was to explore stakeholders’ perception of the benefits and barriers to effective school-community partnership in seed secondary schools in West Nile region, Uganda. Specific objectives were to explore the benefits of school-community partnership and the challenges head teachers face in fostering school-community partnership for quality education in West Nile region. The study used a concurrent mixed method design. Using Questionnaires and Interview guides, data was collected from head teachers, Chairpersons Board of Governors (BOGs) and PTA, students and teachers. Document analysis also provided rich data on the frequencies of meetings and parents’ visits. Minutes of School Board of Governors (BOGs) and Parents Teachers’ Association (PTA), circulars, visitors’ books and parents’ visitation days’ attendance books were analyzed. It was found out that, school-community partnership results to student’s academic achievement and promote community involvement in decision making processes. Nevertheless, numerous challenges such as negative attitudes towards education, parents’ low socio-economic status, irregular parents’ meetings, low level of parents’ education and lack of accountability by some school authorities, hinder school-community partnership in seed secondary schools in West Nile region.
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    Strengthening school-community partnership for quality education in Seed secondary schools in West Nile region, Uganda.
    (African Journal of Education, Science and Technology (AJEST), 2020-07-15) Omara, Polycarp
    The school and the community environment each offer a wealth of opportunities and support in order to achieve quality education. The mixed method study grounded on the theory of overlapping spheres of influence was meant to explore the strategies head teachers of seed secondary schools would employ to foster school-community partnership for quality education in West Nile, Uganda. Specific objective was to examine the strategies head teachers employ to foster school-community partnership for quality education in West Nile and the challenges head teachers face in fostering school-community partnership for quality education in West Nile region. Data was collected through semi-structured interviews of head teachers (n=3), chairpersons of Board of Governors (n=3) and chairpersons of Parents Teachers’ Association (n=3). Focus group discussions were held with students from the three selected seed secondary schools (n=30) and 30 teachers from the three selected seed secondary schools responded to the questionnaires. Data was also collected through analyzing documents such as minutes of School Boards of Governors (BOGs) and Parents Teachers’ Association (PTA), circulars, visitors’ books and parents’ visitation days’ attendance books. The study revealed that the head teachers used meetings, school and home visits, community leaders and School Open Days as strategies to foster school-community partnership. However, poverty, parents’ low level of education, negative attitudes of some parents towards education, lack of accountability and lack of parents’ meeting were found to be challenges to fostering school-community partnership.