Faculty of Science and Education

Micro-Politics and Teachers' Job Performance in selected Public Secondary Schools in Iganga District

Sun, 10 Mar 2024 00:00:00 GMT

Micro-Politics and Teachers' Job Performance in selected Public Secondary Schools in Iganga District Nabirye, Rose Abstract The study was set to determine the relationship between micropolitics in schools and job performance among teachers in public secondary schools in Iganga District, Uganda. Three specific objectives were used: to establish the relationship between micro-politics of teacher autonomy and job performance among teachers, identify the relationship between micro-politics of career development and job performance among teachers, and examine the relationship between micro-politics of job security and job performance among teachers. This study adopted a cross-sectional survey research design, and this involved collecting data from many different individuals at a single point in time. The study explored seven schools and a sample of 140 respondents, including teachers, head teachers, and heads of department on teaching staffs. The findings were obtained using a questionnaire for teachers, an interview guide, and a focus group discussion guide. The findings were presented using descriptive statistics as well as pearson correlation analysis to determine the association between the various aspects of micropolitics and job performance among teachers. The study indicated a positive relationship between the micro-politics of teacher autonomy and job performance, with an r = 0.612**. In addition, the findings demonstrate a notable correlation between the micro-politics of career advancement and work success (r = 0.572, p < 0.01). A strong correlation also exists between the micro-politics related to job security and job performance (r = 0.659, p < 0.01). Conclusively, there exists a positive and significant relationship between micropolitics and job performance among teachers in public secondary schools in Iganga District. It is therefore recommended that, to promote teacher autonomy, it is crucial to cultivate an environment characterized by trust and collaboration among educators. Establishing a clear and equitable structure for promotions and professional growth opportunities is essential when considering the micro-politics of career development. When it comes to the micro-politics of job security, it is essential to set unambiguous and open standards for assessing teacher performance and deciding on job security. A Dissertation Submitted to the Directorate of Graduate Studies, Research and Innovations in Partial Fulfillment of the Requirements for the Award of the Degree ofMaster of Educational Leadership and Management of Busitema University

School Administrators' Discipline management strategies and learners' discipline in secondary schools in Tororo Municipality

Thu, 14 Mar 2024 00:00:00 GMT

School Administrators' Discipline management strategies and learners' discipline in secondary schools in Tororo Municipality Namuhwana, Christine Abstract This study investigated the relationship between the discipline management methods used by school administrators and the behavior of students in secondary schools in Tororo municipality, Tororo district, Uganda. This study aims to explore the relationship between punishment/negative reinforcement, corrective guidance and counseling, and role modeling by instructors and students' discipline in Secondary schools in Tororo municipality. The study employed a cross-sectional survey research methodology, including both quantitative and qualitative research methods with a sample size of 197 respondents. The data collection methods utilized were questionnaires and interview guides. Questionnaire reliability and validity were established using the Cronbach Alpha coefficient (α = 0.743) and the CVI (83.3%), respectively. The study employed Simple Random Sampling and Purposive sampling methods. The data were analyzed using SPSS software version 23, with a focus on descriptive statistics, Pearson correlation, and Multiple Regression analysis. The qualitative data was assessed by analyzing the exact responses and identifying important themes. Relevant direct quotes were extracted from the dataset in alignment with the study objectives. Pearson's correlation coefficient analyzed the statistical relationship between school administrators' disciplinary management strategies and students' discipline in secondary schools in Tororo municipality. The study revealed a slight yet statistically significant positive link between punishment/negative reinforcement and students' discipline in Secondary schools (r= 0.060 p > 0.05). A weak statistically significant link was found between corrective advice and counseling and learners' discipline in secondary schools (r= 0.298** p < 0.05). A small but statistically significant association (r= 0.372, p < 0.05) was discovered between teachers' role modeling and learners' discipline in Secondary schools in Tororo municipality. The researcher discovered that disciplinary actions including caning, suspensions, and hard labor significantly affect pupils' discipline in secondary schools. A Dissertation Submitted to the Directorate of Graduate Studies, Research and Innovations in Partial Fulfilment of the Requirements for the Award of the Degree of Master of Educational Leadership and Management of Busitema University

School environment and learners' retention in secondary schools in Namayingo District, Uganda

Sun, 10 Mar 2024 00:00:00 GMT

School environment and learners' retention in secondary schools in Namayingo District, Uganda Olumbe Musikhe, Isaac Abstract The study examined the influence of School Environment and Learners’ Retention in Secondary Schools in Namayingo District, Uganda. The objectives of the study were to examine the nature of the school environment, to investigate the level of learners’ retention and to assess the relationship between the school environment and learners’ retention in secondary schools in Namayingo District, Uganda. This study adopted a mixed method approach using a cross-sectional survey design where both quantitative and qualitative approaches were utilized, Correlation research design was used to examine the relationship between school environment and learners' retention in secondary schools. Out of a study population of 1116, 300 respondents were selected according to Morgan and Krejcie's (1970) Table of sample size determination. Research instruments included a self-administered questionnaire, interview guide and documentary review checklist. The validity and reliability of the questionnaire were tested using the Content Validity Index (CVI at 0.843) and the Cronbach Alpha at 0.87. Quantitative data were analyzed descriptively and with the help of Pearson Product Moment Correlation. Qualitative data were analyzed using the verbatim approach where direct quotes were used to complement quantitative data. It was found that there is a moderately conducive school environment in secondary schools in Namayingo District, there are classroom blocks, trained and motivated teachers of science and Arts subjects, presence of latrines for hygiene and sanitation purposes among others that enable learners' retention in secondary schools. In establishing the Level of learners' retention, it was noted that there is low learners' retention in secondary schools in Namayingo District. This implies that the number of students who complete the O-level cycle is low. Findings indicated that most learners drop out along the way due to a lack of interest, poverty, and inadequate parental support. On establishing the relationship between the school environment and learners’ retention in secondary schools in Namayingo District, Uganda, it was found that school environment had a positive statistically significant, but moderate relationship with learners' retention as indicated by (r =.321**, p =.000), other factors like income levels, poverty, attitude, culture and tradition, parental level of education were also found to have a relationship with the retention of learners in school. Based on the study findings, it is concluded that school environment moderately contributed to learners’ retention in secondary schools, it is also concluded that there is low learner retention in secondary schools and still school environment had a moderate contribution to learner retention, other factors such level of income, poverty, attitude and traditions to a great extent affected the retention of learners in secondary schools in Namayingo District. It is recommended that there is need to always hold parents' meetings to have a consensus on issues surrounding learners' retention in school, there is also a need for the school administration to create a platform for students' suggestions and ideas to embrace learners' involvement in the affairs of the school as a way of encouraging retention of learners. A Dissertation Submitted to the Directorate of Graduate Studies, Research and Innovations in Partial Fulfillment of the Requirements for the Award of the Degree of Master of Educational Leadership and Management of Busitema University

Stakeholders' Engagement and school facilities management in government-aided secondary schoolsin Tororo district, Uganda

Tue, 12 Mar 2024 00:00:00 GMT

Stakeholders' Engagement and school facilities management in government-aided secondary schoolsin Tororo district, Uganda Musiime, Joseline