Faculty of Education

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https://dir.muni.ac.ug/handle/20.500.12260/5

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Browsing Faculty of Education by Subject "Arua City"

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    Headteachers’ leadership styles and teachers’ job satisfaction in government aided secondary schools in Arua city-Uganda.
    (Muni University, 2024-02-02) Drateru, Hellen Droma
    The study aimed to investigate the relationship between head teacher’s leadership style and teachers’ job satisfaction in government aided secondary schools in Arua City. The objectives of the study were to examine the relationship between the head teachers’ autocratic leadership Style and teacher` s job satisfaction in government aided secondary schools in Arua City. To investigate the relationship between the head teachers’ democratic leadership style and teachers` job satisfaction in government aided secondary schools in Arua City. To establish the relationship between the head teachers’ laissez-faire leadership style and teachers` job satisfaction in government aided secondary schools in Arua City. To assess the relationship between the head teachers’ transformational leadership style and teachers` job satisfaction in government aided secondary schools in Arua City. A cross-sectional study design was used. Both quantitative and qualitative approaches were adopted with a sample of 162 respondents. Simple random sampling technique was used to select amongst the teachers, while purposive sampling was used to select head teachers, deputy head teachers and director of studies. Quantitative data analysis consisted of descriptive statistics (frequencies and percentages) and inferential statistics (Pearson correlation (r), regression statistics and ANOVA) with the help of Statistical Package for Social Scientists (SPSS) version 25, while qualitative analysis used thematic approach. Findings revealed a significantly moderate negative correlation (r= -.537) between autocratic leadership style and job satisfaction; a moderate positive correlation (r= .596) between democratic leadership style and job satisfaction; a weak negative significant correlation (r= -.280) between laissez-faire leadership style and job satisfaction; a moderate significantly positive correlation (r= 0.727) between transformational leadership style and job satisfaction. Thus, it was concluded that head teachers’ leadership style significantly affected job satisfaction of teachers in government aided secondary schools in Arua city of Uganda. It is recommended that management of government aided secondary schools of Uganda should focus much on democratic leadership, and transformational leadership styles, less on laissez-faire leadership style but avoid autocratic leadership to improve job satisfaction of teachers in secondary schools.
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    Teacher motivation and learner academic performance in private secondary schools in Arua city, Uganda
    (Muni University, 2024-02-22) Onzia, Hellen
    The fact that teachers are facilitators and motivators of learning who need to be motivated connected to declining academic performance necessitated this study on teacher motivation and learner academic performance. With specific objectives to examine relationship between teacher professional development, reward, job security, working conditions and learner academic performance. Informed by Abraham Maslow’s theory. Using cross-sectional study design, mixed method, on a sample of 156 respondents. The schools were clustered into rural and urban, stratified according to similar characteristics, purposive sampling was used to select administrators, random sampling to select teachers. Quantitative data analysis employed Descriptive statistics involving frequencies and percentages; inferential statistics involving Pearson correlation, and ANOVA while qualitative analysis involved grouping data into themes. Findings revealed a moderate positive correlation (r = 0.555) between teacher professional development and learner academic performance, a strong positive correlation (r = 0.6) between teacher reward and learner academic performance, a strong positive correlation (r = 0.678) between teacher job security and learner academic performance, a strong positive correlation (r = 0.667) between teacher working condition and learner academic performance. ANOVA for testing which elements of teacher motivation explained the variance in learner academic performance most, indicated teacher job security had coefficient of 0.330, sig. p = 0.003, teacher working condition had coefficient of 0.243, sig. p = 0.005, teacher reward coefficient of 0.127 sig. p = 0.159, teacher professional development had coefficient -0.009, sig. p= 0.931. Indicating teacher job security explained the variance most, coefficient of 0. 330.Then working condition coefficients of 0.243 and they had significant relationship with learner academic performance; teacher professional development and teacher reward having insignificant relationship with learner academic performance. Multiple regression analysis to determine the combined effect of independent variable on the dependent variable showed Multiple R = 0.712, Adjusted R2 = 0.491 where teacher motivation explained learner academic performance by 49.1%. compared to other factors not included in this study. It was concluded that teacher job security and teacher working conditions were of significance in explaining the relationship between teacher motivation and learner academic performance than teacher professional development and reward. The study recommends need to focus more on teacher job security and teacher working conditions that explained learner academic performance most. Support teacher professional development initiatives especially further studies. improve on teacher reward (salaries, fringe benefits).