East African Journal of Education Studies

Achievement of Goal Orientation and Academic Engagement among Adolescents in Southwestern Uganda

Eunice Ndyareeba — 2024-04-02

Enhancing academic engagement is essential for improving the educational experiences of adolescents. Guided by Social Cognitive Theory, this study explored the relationship between achievement goal orientation and academic engagement among 510 secondary school students in Southwestern Uganda. The study focused on two forms of goal orientation—mastery-approach and performance-approach goals—and examined the mediating and moderating role of academic self-efficacy. The results, derived from self-reported data, indicate that approach achievement goals (mastery and performance) positively predict academic engagement, independently. Moreover, academic self-efficacy plays a dual role: while it mediates the relationship between approach achievement goals (mastery and performance) and academic engagement, self-efficacy also moderates the relationship between performance-approach achievement goals and academic engagement. These findings underscore the importance of academic self-efficacy and achievement goal orientation in enhancing academic engagement among adolescent students, especially in low socioeconomic status communities. This research contributes to the understanding of factors like teacher-student relationship, external support offered by Compassion International program, goal setting skills training and predetermined external rewards can enrich the educational experiences of students in low resource education contexts

Role of Employee Commitment in Total Quality Management on Performance of Institutions of Higher Learning in Kenya

Kamau Njau Joseph — 2024-04-10

Employee commitment is one of the common thematic areas for TQM in the service sector. It is crucial in fostering a sense of purpose, dedication, and alignment with the organization's mission and values. Since organization performance is linked to product quality and depends on its employees' dedication, organizations seeking competitive advantages through TQM must critically examine the levels of employee commitment. The universities in sub-Sahara Africa face elevated environmental dynamism in providing quality education. Due to conceptual gaps in the studies on employee commitment to university education in Kenya, the study evaluated the influence of employee commitment on the performance goals of private universities in Kenya. The study targeted seventeen (17) privately chartered universities founded by religious-based institutions in Kenya and utilized descriptive research design. The study censused 17 heads of administrative sections, functional departments and academic sections and used questionnaires as the primary data collection tool. Cronbach's Alpha reliability testing indicated that the instrument achieved scale reliability. The study used both descriptive and inferential analysis, and the results indicated that performance goals positively correlated with employee commitment (r = 0.670, p < 0.05) and explained 45.82 % variance in performance goals with an effect size; β1 = 0.67697 (t = 12.97, p< 0.05). The findings showed that employee commitment significantly influences the performance goals of these universities. The study recommends that these universities should seek to train, develop and align their human capital towards higher quality objectives from individual, departmental and organizational levels. This study is significant to the stakeholders in privately – chartered universities in Kenya and related contexts, as it will offer more enriching information on employee commitment to quality

Influence of Headteachers' Transformational Leadership Attributes on Academic Performance: A Case of Private Secondary Schools in Uganda

David Sengendo, PhD — 2024-04-10

School demographics have changed in recent decades, and so has the type of leadership needed to successfully lead the rapidly changing schools of this Century. School leadership shapes all other variables such as good curriculum, quality teaching, and academic performance. This study was carried out in selected private secondary schools in Uganda. After the realization that investment in private secondary schools exposed the decline of previously well-performing public schools and contributed to the rise of some private schools. The aim was to establish the influence of transformational leadership on academic performance in private secondary schools among other influencers of school effectiveness. A multi-leadership questionnaire was used to gather information from 276 schools, 425 teachers and Directors of studies in the central region of Uganda because this region has the majority of performing, average and underperforming schools. It also has schools in Urban, Rural and semi-urban and it is considered to be the epicentre of educational institutions in the country. Multiple regression analysis was performed to determine the influence of headteachers’ transformation leadership attributes on academic performance at UCE and UACE in private schools for the year 2017-2019. The findings indicated that the headteachers’ transformational leadership attributes of Idealized influence and Inspirational motivation influence academic performance with standard beta coefficients of 0.154 and -0.140 which suggested that that a unit increase in Idealized influence increases academic performance at UCE by 15.4% in private schools in Uganda while a unit increase in Inspirational motivation decreases academic performance at UCE by 14.0%. At UACE idealised influence and Intellectual stimulation were found to have a significant relationship with UACE performance in private secondary schools in Uganda. The standardized beta coefficients for Idealized influence and Intellectual stimulation were -0.144 and 0.129 respectively suggesting that a unit increase in Idealized influence decreases academic performance at UACE by 14.4% in private secondary schools in Uganda while a unit increase in Intellectual stimulation increases academic performance at UACE by 12.9%. The study concludes that transformational leadership has a significant influence on academic performance in private secondary schools. The study recommends that policymakers and investors in Uganda's Education System should closely monitor the school's alignment with the transformational leadership practices for sustainable academic performance in private secondary schools

School-Parent Engagement on Stimulation Activities in Pre-Primary Schools in Kira Municipality in Wakiso District, Uganda

Safina Mutumba — 2024-04-11

Stimulation activities are events that parents and other caregivers give to the children to support their cognitive, emotional, and physical needs right from birth onwards. For instance, playing and talking with them (even before children can respond verbally), and exposing them to words, numbers, and simple concepts while engaging in daily routines. Whereas School-parent engagement is where schools tend to create partnerships between themselves and the parents so that they are able to work together, most especially pertaining to their children’s education and holistic development. Schools can work with parents in making decisions, setting goals and attaining academic outcomes. This contributes to the enhancement of children’s holistic growth and development. This research study, therefore, aimed at examining school-parent engagement in Pre-primary schools in Kira Municipality, Wakiso District, Uganda which has remained a gap for long. The study used a descriptive cross-sectional survey design. Data was collected using both quantitative and qualitative instruments. These included; Focus group discussion guides, document analysis guide, observation checklist, and questionnaires. The respondents included; headteachers, Centre Management Committee (CMC) chairpersons, parents, and teachers. The findings of this study show that parents were not closely working with the school to stimulate children’s learning. Schools reported significantly lower levels of parents came in to check on their children’s books or to submit homework, or drop and pick a child from school. Parents were majorly coming in for meetings and any event that had been organised by the school or to pay fees dues. Three major recommendations regarding parent engagement in stimulation activities were given. These included; ensuring that parents understand what stimulation activities mean, the materials to use and their role in supporting their children’s learning. Then, it also suggested the best approach to ensure that stimulation activities are provided to the children both at Pre-primary school and at home for continuity of learning. The paper concludes by suggesting recommendations on the need for school-parent engagement to ensure that effective stimulation activities are provided at the Pre-primary schools. Thus, enabling children to receive integrated stimulation opportunities that are contextualised

Impact of Competency and Self-esteem on the Teacher Engagement at Jinja City Primary Schools, Uganda

Charles Bamusibule — 2024-04-15

The study examined the relationship between teacher competence and engagement in Jinja city, mediated by self-esteem. Specifically, the study tested the influence of teacher competence on engagement and self-esteem, the influence of self-esteem on engagement, and the mediating effect of self-esteem on the relationship between teacher competence and engagement. Based on the three-component model by Khan (1990), engagement was studied in terms of vigour, dedication, and absorption. The study adopted a cross-sectional research design on a sample of 196 teachers in Jinja city. The study adopted a self-administered questionnaire to collect the data. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that teacher competence negatively and insignificantly influenced engagement, while teacher competence positively but insignificantly influenced self-esteem and self-esteem positively and significantly influenced engagement. The results also revealed that self-esteem partially mediated the relationship between teacher competence on engagement. The study concluded that while self-esteem is imperative for teacher engagement, teacher competence did not promote engagement and self-esteem. Therefore, it was recommended that to boost teacher engagement school administrators in Jinja City should promote teacher self-esteem compared to teacher competence

Scientific Collaboration and Research Productivity: Evidence from One College in Makerere University

Christopher Muteesasira — 2024-04-17

In academia, the many benefits of publishing make continuous publication a cardinal duty of faculty members. Some members work as lone writers and others work collaboratively to come up with scholarly works. Benefits of collaboration come in form of filling gaps between the haves and the have not by academic staff. In this study, the aim was to establish whether research collaboration among academic staff was related to research productivity. More specifically, we examined whether collaboration in publication of edited books, chapters in edited books, journal articles, and conference papers by members of academic staff was related to their research productivity. Using collaboration and publication data on 41 academic staff members in the College of Education and External Studies, Makerere University, we analysed the relationship between the two. Results of the Karl Pearson’s linear correlation coefficient indicated that the academic staff who collaborated were more research productive. This was true for all the four forms, individually namely; edited books, chapters in edited books, journal articles, and conference papers and in terms of aggregated four forms. This study underscores the importance of cultivating collaborative environments in academia to bolster scholarly output, which is not only to the benefit of academic staff but also to university administrators and policymakers when endorsing collaborative research initiatives and interdisciplinary cooperation. Thus, it contributes to the theoretical understanding of the subject by furnishing empirical evidence on the relationship between scientific collaboration and RP by members of academic staff

Influence of School Based Factors on Implementation of Curriculum in Primary Schools in Banadir Region Mogadishu Somalia

Mahad Salad Mohamud — 2024-04-19

This study investigates the school-based factors influencing curriculum implementation in primary schools within the Banadir region of Mogadishu, Somalia. Guided by three research objectives, the study examines the influence of time allocation, the impact of teacher training, and the availability of teaching and learning materials on curriculum implementation. The literature review centres on appropriate objectives, A descriptive survey design is employed, with a target population of 48 primary schools, 1520 pupils, 404 teachers, and 48 head teachers in the Banadir region. Sampling methods include simple random sampling for participating schools and teachers and stratified random sampling for pupils. Data is collected through questionnaires, and analysis is conducted using SPSS version 20, Quantitative data was analysed using descriptive statistics; frequencies, and percentages. The findings reveal that time allocation significantly influences curriculum implementation, with pupils and teachers indicating insufficient time despite head teachers' contrary views. The study establishes that the level of teacher training also plays a crucial role in curriculum implementation. Furthermore, the availability of teaching and learning materials is identified as a key factor influencing curriculum implementation. Recommendations include additional lesson allocations to enhance curriculum coverage and ensuring the provision of adequate teaching and learning materials

The Relationship Between Young Children’s Influence and violence against children in Selected Bugiri Primary Schools in Uganda

Jackline Bwire Achan — 2024-04-19

This study investigated the relationship between children's influence and violence against children in selected Bugiri schools based on the fact that Bugiri district had reported high rates of violence against children. The study was guided by the following three research objectives: To establish the level of children’s influence in the chosen schools, determining the level of violence against children at the chosen schools, and lastly to determine the relationship between the two factors (children’s influence and violence against children) at the chosen schools. The study used a sequential explanatory mixed method design and was carried out at two government-aided primary schools in the Bugiri district of Uganda. Two hundred thirty-six (236) young children in primary three comprised the sample, out of the 365 children in the accessible population. The data were analysed using regression analysis and Pearson's correlation coefficient index. The results indicated a statistically significant, correlation between children influence and violence against children in schools (self-esteem, role model attachment and decision-making capacity). The study recommends that children should be used to influence violence decisions and planning at school. Programs at school meant to lessen violence have to include children in choosing violence reduction strategies and implementing violence-reduction activities in schools

Teachers' Perceptions and Practices of Using Instructional Materials: Evidence from Haramaya Town

Seboka Geleta Tonkolu — 2024-04-25

The purpose of this research was to examine how instructional materials are perceived and utilized by primary school teachers in Haramaya town. The study utilized a mixed-methods design and collected data through a questionnaire and interview from 123 randomly selected primary school teachers. The collected quantitative data were analysed using descriptive statistics (percentages, mean, and standard deviation) and inferential statistics (independent sample T-test and one-way ANOVA). Qualitative data were analysed through word description and narration. The study results indicated that most teachers had a positive perception of the use of instructional materials in teaching and learning, but their practices were found to be infrequent. Additionally, there was no significant difference in the utilization of instructional materials between male and female teachers, and no significant difference was found based on teachers’ educational qualifications. However, there was a significant difference in experience among teachers. Therefore, it is recommended that the Haramaya Town Education Office provide training to improve teachers’ utilization of instructional materials to enhance the teaching and learning process in primary schools

Confronting Challenges Facing Teachers in Implementing Competency-Based Curriculum in Uganda: A Case of Secondary Schools in Gulu City

Charles Kidega — 2024-04-25

This paper investigated the challenges facing teachers in implementing a competence-based curriculum in secondary schools in Uganda. The study employed a qualitative research approach that utilised a case study research design. The sample of the study included 50 teachers who were randomly selected, 4 heads of schools, and 4 education officers who were purposefully selected from 4 public secondary schools found in Gulu City, Uganda. Observations and interviews were used to collect the required information. The findings established that teachers faced a variety of challenges that impeded the effective implementation of a competence-based curriculum in teaching and learning. The researcher also noticed that teachers face a big problem in the implementation of competency-based curricula: insufficient training of teachers and limited engagement of teachers in workshops and seminars that would help enrich them with some skills. So, in a sense, the implementation of CBC started without enough teacher training. Poor infrastructure in schools, limited numbers of housing facilities for teachers, no recommended teaching materials given to teachers, too many students in the classroom, and high computer illiteracy rates among teachers limited the success of CBC implementation in Uganda, especially in government-aided secondary schools. Based on the results of the study, the researcher recommended the following strategies to improve the implementation of CBC in secondary schools in Uganda: revamping teacher professional development; in order to effectively facilitate learning and engage with contemporary learners, teacher educators must be with teaching teachers; establish a robust plan for ongoing constructive interactions by NCDC with all other stakeholders; provide timely resources; and invest enough in schools so that they can deliver the right curriculum. Ensure regular inspection; the inspection role should be equipped to ensure the consistency of the curriculum. Teachers should encourage and practice more project-based learning and also harmonize and implement the language of instruction and evaluation policy clearly to avoid confusion among teachers

Access to Quality Education among Students with Special Needs amidst Covid-19: A Review on Challenges and Prospects

Frank Mwamakula — 2024-04-25

The COVID-19 pandemic created chaos in education management systems as well as teaching and learning across the world. It led to limited global interactions, lockdowns and school closures, which transformed the routine face-to-face to an online mode of teaching and learning. Although all schools, teachers and students were affected, children with special needs suffered a lot in their continuing learning struggles. This systematic review explored 25 papers to create further understanding and interpretations across studies and countries on COVID-19 challenges and prospects for special needs education. The study found that access to education among students with special needs amid Covid 19 was challenging and demanding in terms of resources, teachers’ innovation and creativity as well as community support. The pandemic disrupted normal learning leading to learning loss. Teachers, parents and students with special needs were found to be unprepared for learning continuity during emergencies. Although online learning turned to normal learning, it was insufficient due to technological disparities and the remoteness of some homes. Learning from home is evidenced to be ineffective in less developed areas as it leads to a digital divide among learners. The study has implications for creating awareness, preparedness and capacities for teachers and parents of children with special needs to be flexible, creative and ready to deliver quality teaching and learning during emergencies, bearing in mind that there is no single initiative that fits all emergencies