Faculty of Education

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

Sun, 01 Sep 2024 00:00:00 GMT

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

Fri, 01 Aug 2025 00:00:00 GMT

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

The influence of teacher support supervision on teacher retention in selected government-aided primary schools

Fri, 01 Aug 2025 00:00:00 GMT

The influence of teacher support supervision on teacher retention in selected government-aided primary schools Nakami, Florence This study examined the influence of teacher support supervision on teacher retention in selected government-aided primary schools in Namisindwa District. The specific objectives were to evaluate the influence of mentorship, resource support, and professional development on teacher retention. A cross-sectional design employing both quantitative and qualitative approaches was adopted. The study population consisted of 190 respondents, with a sample size of 127 determined using Krejcie and Morgan’s (1970) table. Simple random and purposive sampling techniques were used. Data were collected through questionnaires, focus group discussions, and interviews. Regression analysis showed that mentoring accounted for 17.2% of the variance in teacher retention, resource support explained 34.4%, and professional development contributed 25.3%. The study concludes that teacher support supervision moderately predicts teacher retention in Namisindwa District. It recommends that the District Education Office and school administrators establish formal mentoring programs, prioritize consistent provision of teaching and learning materials, and strengthen professional development support through structured programs, including funding for further studies and regular in-service training Wamutu Godfrey

The effect of parents’ involvement in school activities on the students ‘indiscipline in government aided secondary schools

Fri, 01 Aug 2025 00:00:00 GMT

The effect of parents’ involvement in school activities on the students ‘indiscipline in government aided secondary schools Enyaku, George The study was carried out in the five (05) selected government aided secondary schools and parents’ involvement in school activities on students’ indiscipline in the secondary schools of Katakwi district. The sample size comprised of; 05 deputy head teachers, 40 class teachers, 20 PTA executive committee members and finally 50 student leaders using purposive sampling techniques. The specific objectives in this study were; to find out the effects of parents monitoring and supervision of students’ indiscipline in secondary schools, to identify the effects of parents’ follow- up of students’ adherence to school rules and regulations and to establish the impact of parents’ provision of scholastic materials on students’ indiscipline. Research findings show that the overall parents’ involvement in school activities which have direct influence on students’ discipline was very low and also showed that the largest number of respondents accepted that parents were not involved closely in their students’ indiscipline at all times. Others agreed that the parents’ educational levels/ignorance was the reasons as to why parents’ involvement in most of the school activities was low and they believed that once the child reach secondary that he or she has grown up and can make his or her decisions alone. Data analysis used questionnaires and an in-depth interview guides to arrive at conclusions. In this research, a mixed cross-sectional design was adopted, quantitative data analysis was presented in percentages and tables and qualitative data was analyzed using a thematic content approach. The survey and interview methods were employed and questionnaires and interview guides were used in this research for data collection and was presented in the form of narratives and direct quotations from the respondents themselves. The sample size involved was 115 respondents in my study and it revealed that the parents’ involvement in school activities on students’ indiscipline significantly influenced students' discipline in government aided secondary schools of Katakwi district. The findings showed that parents were not effectively involved in the school activities and in matters concerning their students’ discipline like attending class meetings, annual general meetings and provision of scholastic materials. However, the study recommends that the parents and head teachers be involved in formulating and designing of school rules and regulations and establish clear and consistent discipline policies that are jointly implemented to manage the discipline of students in these secondary schools of Katakwi district. Tebaese Christopher