Master of Education Management and Administration

Socio–demographic factors and learners’ school attendance in selected lower universal secondary schools: case study Masaka city

2025-08-01T00:00:00Z

Socio–demographic factors and learners’ school attendance in selected lower universal secondary schools: case study Masaka city Namuli, Sylivia The study examined “Socio-Demographic Factors and Learners’ School Attendance in Selected Lower Universal Secondary Schools in Masaka City.” More specifically, the study examined The influence of household characteristics on learners’ school attendance in lower universal secondary schools in Masaka City. The influence of learners’ school-based demographic characteristics on learners’ school attendance in lower universal secondary schools in Masaka City. The influence of learners’ personal-based socio–demographic factors on school attendance in lower universal secondary schools in Masaka City. The researcher was motivated by the desire to bridge the epistemological gaps on socio demographic characteristics and learners’ school attendance to create new knowledge. The study was underpinned by the propositions and assumptions of Murray Douglas McGregor’s Theory “X” and Theory “Y”. From the point of view of this theory, the learners’ school attendance may be related or influenced by the socio–demographic factors. Thus, the study undertook to verify the hypotheses that there is a correlational relationship between socio demographic factors and learners’ school attendance in lower universal secondary schools. The researcher used a descriptive survey design to elicit data on the independent and dependent variables, and data were collected from teachers, parents, and students using questionnaires, interview guides, and focus group discussion guides. Data were analyzed using mixed methods. Qualitative data were presented thematically using themes derived from the specific objectives, whereas quantitative data were analyzed using frequencies, percentages, mean, and standard deviations. The findings from the study revealed that learners from families of low socioeconomic status (LSES) lack role models to emulate and job aspirations. The academic and job aspirations of such children tend to be inclined toward what their parents do in order to earn a living. While children from families of High Socio Economic Status (HSES) have role models to emulate, have academic and future job aspirations, and they attend school regularly than their counterparts from LSES families. The researcher concluded that learners’ school attendance may be due to the interplay of a variety of factors like socio–economic factors, parents’ level of education, school-based factors, as well as learner-based factors. Therefore, the researcher concluded that learners from LSES families should be given psycho-social support and educational support and encouraged them remain in school. Archiles Ddamba; Archiles Ddamba

Effectiveness of support supervision and students’ achievement in science subjects in selected Government-Aided secondary schools

2024-09-01T00:00:00Z

Effectiveness of support supervision and students’ achievement in science subjects in selected Government-Aided secondary schools Godia, Kwaga The study focused on investigating the effectiveness of support supervision on students‟ achievement in science subjects in selected government aided secondary schools in Kween District. The specific objectives of this study included; To establish the forms and status of support supervision on students‟ achievements in science subjects in the selected government aided secondary schools in Kween district. To identify the challenges affecting the implementation of support supervision on students‟ achievement in science subjects in selected government aided secondary schools in Kween district and to find out strategies for strengthening the implementation of support supervision on the students‟ achievement in science subject in Kween district. The study employed a descriptive cross section survey design and adopted a mixed approach. The study sample size was 97 respondents where simple random and purposive sampling was used in selecting the participants. A questionnaire and interview guide were used in data collection. The findings from the study revealed that; Various forms and status of support supervision predict students‟ academic achievement in science subjects in Kween District by 20.9% as indicated by the R Square value. Challenges associated with implementation of support supervision predict students‟ academic achievement in science subjects in Kween District by 31%. Strategies for strengthening the implementation of support supervision predict students‟ academic achievement in science subjects in Kween District by 53.5%. The study also indicated that; there was a strong positive and significant relationship between support supervision and students‟ achievement in science subjects in Kween District as depicted by the study variable of R=0. 756. The study concludes that support supervision moderately influences students‟ achievement in science subjects in government aided secondary schools in Kween District. The study recommends that; the school management should put more emphasis towards ensuring that the different forms of support supervision are emphasized. The school management should put more emphasis on ensuring that timely measures are put in place to address the challenges that hinder smooth support supervision. There is need to further ensure that the existing strategies are strengthened so as to attain smooth support supervision. Tebaese Christopher September; Tebaese Christopher September

Professional development and psychological empowerment among teachers in public secondary schools in Kibale County

2024-09-01T00:00:00Z

Professional development and psychological empowerment among teachers in public secondary schools in Kibale County Bakirrehi, Moses Professional development is a vital aspect in the empowerment of teachers worldwide. Guided by self-determination theory, this study aimed at investigating the associations between professional development and the psychological empowerment among 134 teachers in five public secondary schools in Kibale County, Kamwenge District. The study was guided by three specific objectives which included: (a) to find out the relationship between professional development and psychological empowerment among teachers (b) to establish differences in psychological empowerment of teachers based on teachers‘ demographic characteristics and (c) to examine the extent to which professional development predicts psychological empowerment. A mixed method with a cross-section survey research design using a close ended questionnaire and open ended questions to collect for quantitative and qualitative data respectively was adopted in the present study. Quantitative data were analyzed using SPSS v20 where descriptive, correlation and regression statistics were generated. On the other hand, qualitative data were analyzed thematically. Results revealed that professional development has a moderately strong positive significant association with psychological empowerment of teachers (r = 0.59; p < 0.01). The study revealed that there were small differences in psychological empowerment of teachers based on their age (X2 = 0.856, p= 0.836), their education level (X2 = 1.401, p = 0.705) and their years of experience (X2 = 3.019, p = 0.555) although these were not statistically significant. Finally, the regression coefficients revealed that professional development has a moderately strong prediction power on teachers‘ psychological empowerment (β = .59, R2 = 34.4%). Qualitative data revealed that professional development retools teachers with new skills such as job analysis, competence, self-determination, better performance and better decision making. It is recommended that schools should prioritize providing regular and comprehensive professional development opportunities that are tailored to the specific needs of teachers. This can include workshops, seminars, and courses focused on the latest pedagogical strategies, technology integration, and classroom management techniques. Additionally, it is crucial to create a supportive environment that encourages teachers to apply what they have learned from professional development. School administrations can facilitate this by promoting a culture of collaboration and continuous improvement. Charles Muwonge Magoba; Charles Muwonge Magoba

The impact of support supervision and teachers’ effectiveness in the primary schools in Bukigai sub-county

2025-08-01T00:00:00Z

The impact of support supervision and teachers’ effectiveness in the primary schools in Bukigai sub-county Khabuya, Grace The study examined the influence of support supervision on teacher effectiveness in in primary schools in Bukigai Sub-County, Bududa district. The study specific objectives included; to find out the effect of instructional supervision on teachers effectiveness in selected primary schools in Bukigai sub-county, Bududa district; to examine the effect of communication on teachers effectiveness in the selected primary schools in Bukigai sub-county, Bududa district, and to assess the effect of moderation of learners assessment on teachers effectiveness in selected primary schools in Bukigai sub-county, Bududa district. The study population was 250 respondents and the sample size was 148 determined using Morgan and Krejcie table. The study used a questionnaire and interviews to collect data from respondents. The study revealed a strong positive and significant relationship between support supervision and teacher effectiveness at (r) = 0.777**; p = 0.000 at the level of significance. a strong positive and significant relationship between communication and teacher effectiveness at (r) = 0.767**; p = 0.000 at the level of significance. A strong positive and significant relationship between moderation of learners assessment and teacher effectiveness at (r) = 0.953**; p = 0.000 at the level of significance. Moderation of learner assessment yields 91.5% positive improvement in teacher effectiveness. Instructional supervision yields a 24% of positive improvement in teacher effectiveness. Communication results into 18.8% positive improvement in teacher effectiveness. The study concludes support supervision moderately influences teacher effectiveness in in primary schools. The study recommends that; in order to increase teacher effectiveness school administrators and other education stakeholders should emphasize the importance of support supervision. School administrators fund focused professional development initiatives that improve teachers’ ability to communicate in the classroom with an emphasis on clarity and the use of both verbal and nonverbal clues. School administration should offer ongoing training and precise guidelines on assessment moderation. TebaeseChristopher