School safety management and learners wellbeing in secondary schools in Jinja City in Uganda

Abstract

Abstract The study examined school safety management and learners’ wellbeing in Jinja City secondary schools in Uganda. The study objectives were to: examine the extent to which school safety management supports learners' wellbeing; to find out the relationship between school safety policy implementation and learners’ wellbeing; and to establish the relationship between school safety risk management and learners’ wellbeing. The ecological systems theory underpinned the study. The study used a cross-sectional survey design, involving quantitative and qualitative approaches. Questionnaire, interview, focus group discussion, and documentary review methods were used to collect data from a sample size of 391 participants (8 school headteachers, 1 inspector of schools, 1 education officer, 285 teaching staff, and 96 students). Census inquiry, simple random and purposive sampling techniques were utilised. The questionnaire reliability and validity were established at α = 96.1 and CVI=96%, respectively. Quantitative data were analysed using SPSS software version 23, with a focus on descriptive statistics, Pearson correlation, simple regression, and multiple regression inferential statistics. Qualitative data were analysed using the verbatim method, where direct quotes significant to study objectives were captured to supplement quantitative findings. Based on the results from simple regression analysis, it was established that there was a statistically significant influence of school safety policy implementation on learners’ well-being (β = 0.378, P = < 0.05); a statistically significant influence of school safety risk management on learners’ well-being (β = 0.444, P = < 0.05); and a statistically significant influence of school safety promotion on learners’ wellbeing (β = 0396, P = < 0.05). The study concluded that school safety management is critical for providing safe and secure learning environments for both students and staff, and its effectiveness would improve learners’ wellbeing in Jinja City secondary schools and Uganda generally. Therefore, the MoE & S and the Directorate of Education Standards should enhance safety and security management in schools through school policy review and implementation.