Theses and Dissertations

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https://dir.muni.ac.ug/handle/20.500.12260/10

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Headteachers’ leadership styles and teacher turnover in FCA- funded refugee settlement secondary schools in Bidi-Bidi, Yumbe district, Uganda
(Muni University, 2024-02-22) Okuyo, Francis Amato
The study aimed to establish how Headteachers leadership styles relate with the teacher turnover in FCA funded refugee settlement in Bidi-Bidi, Yumbe District, Uganda. The objectives of the study were to establish the relationship between autocratic leadership style and teacher turnover in FCA funded refugee settlement secondary schools in Bidi-Bidi, Yumbe District, Uganda, to determine the relationship between transformational leadership style and teacher turnover in FCA funded refugee settlement secondary schools in Bidi-Bidi, Yumbe District, Uganda and to find out the relationship between transactional leadership style and teacher turnover in FCA funded refugee settlement secondary schools in Bidi-Bidi, Yumbe District, Uganda. A cross- sectional study design was used. Both quantitative and qualitative approaches were adopted with a sample of 197 respondents. Cluster and Simple random sampling technique was used to select amongst the Teachers, while purposive sampling was used to select the FCA Project Manager, Headteachers, Deputy Headteachers and Director of Studies. Quantitative data analysis consisted of descriptive statistics (frequencies and percentages) and inferential statistics (Pearson correlation (r), regression statistics and ANOVA) while qualitative analysis used thematic approach. Findings revealed a significantly moderate positive correlation (r = .363) between autocratic leadership style and teacher turnover; a significantly very weak negative correlation (r= -.235) between transformational leadership style and teacher turnover; and a significantly weak negative correlation (r = -.295) between transactional leadership style and teacher turnover. Thus, it was concluded that Headteachers leadership styles significantly affected teacher turnover in FCA funded refugee settlement secondary schools in Bidi-Bidi, Yumbe District, Uganda. It is recommended that FCA funded refugee settlement secondary schools in Bidi-Bidi, Yumbe District, Uganda should focus much on transformational leadership styles, less on transactional leadership styles but avoid as much as possible autocratic leadership styles to reduce teacher turnover in secondary schools.
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).
School infrastructure utilization and students’ academic performance in selected public secondary schools in Zombo district, Uganda
(Muni University, 2024-02-22) Obedling, Johnson Thombu
The study aimed to examine the effect of school infrastructure utilization on students’ academic performance in selected public secondary schools in the Zombo district of Uganda. The objectives of the study were to examine the effect of direct school infrastructure utilization, indirect school infrastructure utilization, and co-curricular infrastructure utilization on students’ academic performance in selected public secondary schools in the Zombo district of Uganda. A cross-sectional study design was used. Both quantitative and qualitative approaches were adopted with a sample of 224 respondents. A simple random sampling technique was used to select amongst the students, while purposive sampling was used to select the headteachers and directors of studies. Quantitative data analysis consisted of descriptive statistics (frequencies and percentages) and inferential statistics (Pearson correlation) while qualitative analysis used a thematic approach. Findings revealed a moderate positive correlation (r = .503) between direct infrastructure utilization and students’ academic performance; a moderate positive correlation (r = .475) between indirect infrastructure utilization and students’ academic performance; a weak positive correlation (r = .382) between co-curricular infrastructure and students’ academic performance. Results of regression analysis of the independent infrastructure utilization variables (direct, indirect & co-curricular) revealed that a unit increase in direct infrastructure utilization leads to an improvement in students’ academic performance by 30.3%, indirect infrastructure utilization by 35.6%, and co-curricular infrastructure utilization by 43.6% and all were statistically significant at 1%. However, results of joint regression indicate that direct infrastructure utilization (19.5%) improves academic performance better than co-curricular (16.8%) and direct infrastructure utilization (13.9%). Thus, it was concluded that school infrastructure utilization significantly affected academic performance in selected public secondary schools in the Zombo district of Uganda. It is recommended that secondary schools in the Zombo district of Uganda should focus on school infrastructure utilization to improve students’ academic performance.
Teacher practices and effective implementation of competence based curriculum in public secondary schools in Hoima district, Uganda
(Muni University, 2024-02-20) Najjuma, Josephine
The main aim of the study was to investigate the effect of teacher practices on the effective implementation of the Competence Based Curriculum. The objectives of the study were to find out the effect of using instructional materials on the effective implementation of the CBC, to find out the effect of teacher‟s adaptation of Learner Centered Approaches on the effective implementation of CBC and to find out the effect of innovative classroom practices on the effective implementation of CBC. A cross-sectional survey design was used incorporating both qualitative and quantitative approaches targeting 138 respondents. Data was analyzed by generating descriptive statistics and by running correlation and regression tests on the study variables using SPSS. Findings indicated that there was no significant relationship between use of instructional materials and effective implementation of CBC (rho=-0.15, p=0.890). There is a significant relationship between Learner Centered Approaches and effective implementation of CBC (rho=0.230, p=0.029). The results showed a markedly low positive correlation (rho=0.037, p=0.729) between ICP and effective implementation of CBC. The regression analysis showed that teacher practices explain up to only 03% of the effective implementation of Competence Based Curriculum. Findings from the interviews indicated that the big class sizes hinder implementation of the CBC. Government should recruit more teachers to manage the big class sizes.
Teaching methods and learners’ academic performance in chemistry in selected universal secondary education schools in Arua district, Uganda
(Muni University, 2024-02-28) Ezaku, Richard
This study was aimed at establishing the relationship between teaching methods and learners’ academic performance in Chemistry in selected Universal Secondary Education schools in Arua District. This was prompted by the poor academic performance of learners in Chemistry from 2017 to 2022. The objectives of the study were to establish the relationship between group-discussion, inquiry-based and lecture methods of teaching and learners’ academic performance in Chemistry in selected Universal Secondary Education schools in Arua District. A correlational cross-sectional survey design was used. Both quantitative and qualitative approaches with a sample of 262 respondents was used. Simple random sampling technique was used to select among the learners while purposive sampling technique was use to select the teachers. A structured questionnaire was used for collecting data from the learners while an observation guide was use to collect data from teachers. The validity of the questionnaire was 0.726 while that of the lesson observation checklist was 0.720. The questionnaire was reliable with a Cronbach Alpha Index of 0.719. The quantitative data collected was analyzed using descriptive statistics (frequencies, percentages and mean) and inferential statistics (Pearson’s correlation) while the qualitative analysis used thematic approach. Findings from the study show a statistical insignificant value (p=.449) between group-discussion method of teaching and learner’ academic performance, a statistically significant value (p=.000) between inquiry-based method of teaching and learners’ academic performance, and a statistical insignificant value (p=.344) between lecture method of teaching and learners’ academic performance. It was therefore concluded that teaching methods significantly affected learners’ academic performance in Chemistry in selected Universal Secondary Education schools. Finally, the study recommended that Chemistry teachers in the selected Universal Secondary Education schools in Arua District should focus on using inquiry-based method of teaching but not on groupdiscussion method of teaching and lecture method of teaching.
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.
Parental involvement in education and students’ academic performance in public secondary schools in Terego district Uganda
(Muni University, 2024-03-07) Ayikoru, Rehema
The main aim of this study was to examine the effect of parental involvement on students’ academic performance in public secondary schools in Terego District and the objectives were; to assess the influence of parental financial support, examine the effect of parental communication, and assess the influence of parental involvement in students’ learning at home on academic performance in public Secondary schools in Terego District. The research adopted both qualitative and quantitative approaches with a sample size of 164. A cross-sectional study design was used. The data was obtained using structured questionnaires and face-to-face interviews. The data was analyzed using descriptive statistics and inferential statistics involving linear regression analysis. The findings indicated that parental financial support influenced students’ academic performance by 2.6% (R2 = 0.026). The findings show that parental communication affects students’ academic performance by 5.7% (R2= 0.057). Parental involvement in students’ learning at home influenced academic performance by 2.7% (R2 = 0.027). The study concluded that parental financial support, communication, and involvement in students learning at home affect students’ academic performance in public secondary schools in Terego district. Based on the findings, the school administration should organize financial literacy workshops, sensitize parents on their roles, and establish clear communication channels between parents and schools. School administration should also send out regular newsletters to parents, encourage the use of digital platforms such as emails, and school websites, WhatsApp and engagement of parent representatives to help bridge communication gaps. It was further recommended that the school administration should encourage the families to establish a conducive room for studies and encourage study groups with neighbors’ children.
Parental involvement and academic performance of students in seed secondary schools in Maracha District – Uganda
(Muni University, 2024-03-05) Yiki, Adabo George
The study aimed to assess the relationship between parental involvement and academic performance of their children in seed secondary school in Maracha District, Uganda. Across sectional survey designed and mixed research approach of both qualitative and quantitative were adapted for the study. The study was guarded by three specific objectives which included; to established the relationship between parental communication and academic performance of students in seed secondary school in Maracha district, to investigate the relationship between parental responsibility and academic performance of students in seed secondary schools in Maracha district and to determine the relationship between parental academic support and academic performance of students in seed secondary school in Maracha district. Data was collected from 229 respondents through questionnaires with the students and interviews with Headteachers, BOG Chairpersons, and PTA Chairpersons. The results showed a high influence of parental communication on student’s academic performance (aggregate mean= 2.96; S. D=1.173.The findings supported the three hypotheses (β=0.930; p-value= 0.00 < 0.01, r = 0.909; P- value .000< 0.01; and R= 0.933; R2= 0.878; p=0.00< 0.01).The study concludes that, the relationship between parental involvement in communication, parental responsibility, parental academic support and academic performance of students was strong, positive and significant. It was recommended that, school administration to enhance parental communication through regular newsletters, parent-teacher conferences, social media platforms, workshops, and seminars, strengthen the relationship between parental responsibility and academic performance by sensitizing parents to be role models, encouraging study friendly home environment, monitoring homework, and celebrating academic achievements. Resources such as reading materials and Education Apps should be provided to parents, and parents should be involved in school activities.

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