Doctor of Philosophy in Educational Planning and Management

Permanent URI for this community

https://testir.kiu.ac.ug/handle/20.500.12306/1361

Browse

Now showing 1 - 14 of 14

Implementation Status of free Secondary Education in Kirinyaga East District, Kenya
(Kampala International University,College of Education and Management, 2010-08) Njogu, Anthony Naphtali
The study aimed at establishing the Implementation status of free secondary education with a special focus on Kirinyaga East District. The study adopted a descriptive research design. The study sought to establish whether availability of physical facilities, adequacy of funds and delayed disbursement of funds has any influence on the implementation of free secondary education. Findings have been analyzed using tables and other descriptive statistics, The study has established that there are a number of challenges that have been faced by implementation of free secondary education. These are delays of disbursement of funds, the effects of global economic recession, mismanagement, lack of financial management skills and other emergent issues. The study recommends that school managers be trained in financial management and other stakeholders be involved in the implementation of the programme. The government should also reorganize the disbursement of these funds so that they are released to coincide with the period during which schools are in dire need.
Managerial techniques and academic officials' satisfaction with extrinsic factors in selected private universities in Uganda
(Kampala international international: College of Education, open and distance learning, 2011-10) Vincent, Kayindu
This study was carried out in 13 private universities to explore the academic officials': profile; level of managerial techniques in the aspects of concern for people and for production; degree of satisfaction with extrinsic factors; a significant difference in their level of managerial techniques and degree of satisfaction with extrinsic factors between the males and females, and between sectarian and non- sectarian universities. It also sought to examine whether a significant relationship existed between the level of managerial techniques and the degree of satisfaction with extrinsic factors. The data were analyzed using frequency and percentage distribution, the mean, chi-square, ANOVA, t-test, and the Pearson Product Moment Correlation. Results from 296 respondents revealed that majority of the respondents were in middle adulthood, were males, were at the rank of lecturer, and had served between 1-3 years. Concern for people and for production were each treated as independent entities based on the Managerial Grid Model developed by Robert Blake and Jane S. Mouton. It was found out that 56.8% of the respondents had high concern for production and only 3.0% had low concern for production. 73.6% had high concern for people, and only 7.0 % had paternalistic and opportunistic management, which do not have fixed locations on the Managerial Grid. The least used technique is dictatorial (0.3%). They are however more people - oriented than production - oriented. Majority (53.4%) exhibited low level of satisfaction. The observed p-values of .001, .005, .000, and .000 however reveal that there was a significant positive correlation between education qualifications, academic rank, and number years in present position, and university type respectively, with satisfaction. The observed p-values of .056 and .069 revealed that there was no significant difference in the level of managerial techniques between males and females, and that there was no significant difference in the degree of satisfaction with extrinsic factors between males and females respectively. However, the observed p-values of 0.032 and .000 reveal that there was a significant difference in the level of dominant managerial techniques between sectarian and non-sectarian universities; and that there was a significant difference in the degree of satisfaction with extrinsic factors of academic officials. There was no significant relationship between managerial techniques and satisfaction with extrinsic factors of academic officials. It was thus recommended that universities should improve on the extrinsic factors, and strive for team
Managerial techniques and academic officials' satisfaction with extrinsic factors in selected private universities in Uganda
(Kampala International University, School of Postgraduate Studies and Research, 2011-10) Kayindu, Vincent
This study was carried out in 13 private universities to explore the academic officials': profile; level of managerial techniques in the aspects of concern for people and for production; degree of satisfaction with extrinsic factors; a significant difference in their level of managerial techniques and degree of satisfaction with extrinsic factors between the males and females, and between sectarian and non- sectarian universities. It also sought to examine whether a significant relationship exister between the level of managerial techniques and the degree of satisfaction with extrinsic factors. The data were analyzed using frequency and percentage distribution, the mean, chi-square, ANOVA, t-test, and the Pearson Product Moment Correlation. Results from 296 respondents revealed that majority of the respondents were in middle adulthood, were males, were at the rank of lecturer, and had served between 1-3 years. Concern for people and for production were each treated as independent entities based on the Managerial Grid Model developed by Robert Blake and Jane S. Mouton. It was found out that 56.8% of the respondents had high concern for production and only 3.0% had low concern for production. 73.6% had high concern for people, and only 7.0 % had low concern for people. Majority of the respondents (57.8%) were using paternalistic and opportunistic management, which do not have fixed locations on the Managerial Grid. The least used technique is dictatorial (0.3%). They are however more people - oriented than production - oriented. Majority (53.4%) exhibited low level of satisfaction. The observed p-values of .001, .005,.000, and .000 however reveal that there was a significant positive correlation between education qualifications, academic rank, number years in present position, and university type respectively, with satisfaction. The observed p-values of .056 and .069 revealed that there was no significant difference in the level of managerial techniques between males and females, and that there was no significant difference in the degree of satisfaction with extrinsic factors between males and females respectively. However, the observed p-values of 0.032 and .000 reveal that there was a significant difference in the level of dominant managerial techniques between sectarian and non-sectarian universities; and that there was a significant difference in the degree of satisfaction with extrinsic factors of academic officials. There was no significant relationship between managerial techniques and satisfaction with extrinsic factors of academic officials. It was thus recommended that universities should improve on the extrinsic factors, and strive for team management.
Learning Environment and Educational Efficiency in Selected Public and Private Universities in Central Uganda
(Kampala International University, Doctor of Philosophy in Educational Management (Planning), 2011-11) Kyolaba, Sarah Dianah
The study delved into the relationship between learning environment and educational efficiency. Sought further in this study were as follows; (1) Demographic characteristics of respondents?; (2) Levels of learning environment and educational efficiency?; (3) significant differences in the level of learning environment between public and private universities?; ( 4) teachers' attributes as perceived by teachers and student?; (5) educational wastage between the public and private universities?; (6) potential ability to enter into the job market between the male and female students? And (7) Significant relationship between the levels of learning environment and educational efficiency? The ex-post facto, descriptive comparative and correlation design were utilized. Three hundred eighty seven teachers and third year students were selected through purposive and stratified random sampling. Standardized research instruments on learning environment and external efficiency, and a checklist on internal efficiency were used. Frequency tables and percentage distributions, t-test, Pearson's Correlation Coefficient and Analysis of Variance were utilized to statistically analyze the data collected. Majority of the teachers were male (73%), early adulthood (77%), Ugandans (78%), had experience of less than five years (43%) and had master's degree (73%). The findings revealed that: majority of the students' respondents were males (68%); in the early adulthood age (95%), and Ugandans (54%). Levels of learning environment (2.85) and potential ability to enter into the job market were high (3.24). There was no significant difference in the levels of learning environment between private and public universities (Sig. =0.185) and potential ability to enter the job market between the female and male students but there was a significant difference in the level of teacher attributes between the teachers and students Sig.=O.OOO). The level of learning environment was found not to be correlated the level of educational wastage while it greatly affected the potential ability of graduates of to enter into the job market. The level of educational wastage was not significantly different between private and public universities. It was concluded that the learning environment was not correlated with internal efficiency while it had a high association on the external efficiency. It was recommended that universities should create and activate alumni associations and strong career guidance and counseling department, the class size should be enlarged. Educational wastage should be addresses even at lower levels of education.
Self-regulation and cultural orientation on the academic achievement of university students on distance education in Kampala, Uganda
(Kampala International University(KIU), 2012) Sangaire, Eddie Morgan
Correlated in this study were the variables of self regulation, cultural orientation and academic achievement of university students on distance education in Kampala, Uganda with these aspects sought for in the specific objectives: (1) sociodemographic characteristics of the respondents in terms of gender, age, nationality, religion, course of study and present course enrolled in; (2) extent of self regulation; (3) degree of cultural orientation; ( 4) level of academic achievement; (5) significant differences in the extent of self regulation, degree of cultural orientation and level of academic achievement between gender, among nationalities, and between type of university the students were enrolled in; (6) significant correlations between the level of academic achievement and gender, among nationalities and between the type of university; between the extent of self regulation and degree of cultural orientation on the level of academic achievement. The study employed the ex post facto, descriptive comparative and descriptive correlation designs. The major findings were as follows: in terms of socio-demographic characteristics, 54.8% were male; 90.6% belonged to the early adulthood stage of life (20-39 years); 52.5% were Ugandans; 37.7% were enrolled in Social Sciences; 50.3% were Catholics and 57.2% were enrolled in the private university understudy. The extent of self regulation was satisfactory (mean=2.97); while the degree of cultural orientation was also satisfactory (mean=2.94); the level of academic achievement was above average/good (35.1 %). On significant differences, there was no significant difference in the extent of self regulation, degree of cultural orientation and level of academic achievement between gender, type of university and among nationalities thus the null hypotheses were accepted; there was a significant correlation between the extent of self regulation and degree of cultural orientation on the level of academic achievement, therefore the null hypothesis was rejected. In conclusion, the culture fit theory of Kanungo and Jaerger (1990) and Aisha (2007) were validated and proven true through the findings of this study while self regulation and cultural orientation were proven predictors to academic achievement. The recommendations based on the findings of this study addressed to the institutions understudy, to the distance learners and distance education facilitators were in these areas: proactive stance on gender sensitivity, managing cross cultural variations; enhancing learner's autonomy, cultural orientation and academic achievement.
Motivation Tools and Work Productivity of Academic Staff in Private Universities in Central Uganda
(Kampala International University, Doctor of Philosophy in Educational Management (Planning), 2013-09) Edabu, Paul
This study was intended to establish the relationship between motivation tools and work productivity of academic staff in private universities in central Uganda. Specifically, the study was to investigate the way motivation tools are applied in private universities in central Uganda as a mechanism for encouraging academic staff to conduct assigned work, to determine the Level of work productivity of the academic staff in the private universities in central Uganda, to establish the relationship between the way motivation tools are applied and the level of academic staff work productivity in private universities in central Uganda, and to establish the difference caused by gender in the way motivation tools are applied and the level of work productivity of the academic staff of private universities in central Uganda. The descriptive comparative survey designs involving a correlational research design was used in this study. 665 respondents participated in the study. They included professors, associate professors, senior lecturers, lecturers, assistant lecturers and teaching assistants. The respondents were selected using Sloven's formula. The proportional stratified sampling technique was employed. While universities were selected using simple random sampling. Data was collected from four private universities which included: 215 academic staff of Kampala International University, 77 academic staff from Nkumba University, 65 academic staff from Uganda Christian University, and 37 academic staff from Cavendish University. The study used 2 sets of non-standardized and research administered questionnaires. Interview guide collected information from 24 academic staff. Data were analyzed using descriptive analysis, Independent t- sample test and Pearson's linear correlation coefficient. The way motivation tools were applied was disagreed which alludes to unmotivated. The level of academic staff work productivity in private universities was merely agreed which alludes to low productivity. There was no significant relationship between the way motivation tools were applied and level of academic staff work productivity. There was no significant difference caused by sex in the way motivation tools are applied and the level of academic staff work productivity in private universities in central Uganda. In conclusion, academic staffs were unmotivated leading to low productivity. The researcher recommended thus, that through human resource office the university council should improve and implement the staff manual policies concerning staff remuneration, welfare and other financial benefits. The salary offered should be based on labor market conditions, cost of living, and performance in order to retain and avoid high labor turnover of the staff. Research can be conducted on the gaps this study has left, such as investigating self-actualization as it affects intrinsic and extrinsic reward.
Entrepreneurial skills acquisition and utilization among home economics education graduates of Ahmadu Bello University Zaria, Nigeria
(Kampala International University.College Of Open and Distance Learning, 2017) Rakiya, Ahmed
In today's entrepreneurial age and with the increase in the number of graduates searching for work in the labour market, the need for entrepreneurship education and training in colleges and universities is increasing rapidly. Drawing upon Vrooms Expectancy Theory and Schumpeter Innovation Theory of Entrepreneurship, this study examined entrepreneurial skills acquisition and utilization among home economics education graduates of Ahmadu Bello University in Zaria Nigeria, where the following objectives were investigated; a) relationship between acquisition and utilization of innovation skills b) relationship between acquisition and utilization of creativity skills c) relationship between acquisition and utilization of foresight skills. The study employed mixed method research designs; both qualitative and quantitative approaches were used. Using a purposive sampling, 234 home economics graduates were selected and 37 staff of Ahmadu Bello University and 37 local government Administrators were randomly selected in the study. The data were analyzed using frequency, percentage, mean and standard deviation. Regression was used to test the effects of all the variables while Pearson's Linear Correlation Coefficient was used to test the relationship at 0.01 level of significance. The findings showed that correlation between innovation skills and utilization was highly significant. (r= .700, Sig = 0.000 < 0.01 level of significant).Similar findings regarding the relationship between creativity skills and utilization was highly significant. (r= .700, Sig = 0.000 < 0.01 level of significant). In the same vein, there is a high correlation between foresight skills and utilization. (r=.726, Sig= 0.000 < 0.01 level of significant). Based on the findings the following were the conclusions: that innovations, creativity and foresight were all significant but foresight emerged as the major predictor of skills utilization. It is recommended that there must be resource allocation by the university management for the mentoring of graduates after school. There must be a realistic target which will serve as a guide for home economics graduates to have focus on what is expected of them. Home economics graduates should attend and participate in workshops and conferences to acquire more skills in innovation, creativity and foresight. And the government should provide grants or loans to graduates to utilize the skills acquired in the university.
Reward Management strategies and discipline of employees in private Universities in Uganda
(Kampala International University, 2017) Emurugat, Immaculate
The study investigated the Relationship between Reward Management Strategies and Employee discipline in private Universities in Uganda
Total quality management and teacher trainees' competencies in Primary teacher colleges of Wakiso and Kampala District Uganda
(Kampala International University, 2017) Mugyenyi, Archippus Apolo
The study investigated if the total quality management could influence teacher trainees competencies in Uganda's Primary Teachers college
Organisational factors as correlates of academic staff performance in polytechnics in North West Geo-Political Zone of Nigeria
(Kampala International University; Doctor of Philosophy in Educational planning and management, 2017-01) Halilu, Dahiru A.
This study investigated whether organizational factors were correlates of academic staff performance in North West geo-political zones of Nigeria. The study was based on four specific objectives namely: to determine whether leadership practices were correlates of academic staff performance in polytechnics; to establish whether employee identification was a correlate of academic staff performance in polytechnics; to determine whether organizational structures were correlates of performance academic of staff in Polytechnics; and to establish whether flextime was a correlate academic of staff performance in polytechnics. The study tested the following hypotheses: leadership practices were not correlates of academic staff performance in polytechnics; employee identifications were not a correlates of academic staff performance in polytechnics; organisational structures were not correlates of academic staff performance in polytechnics; and flexitime was not a correlates of academic staff performance in Polytechnics. Using objective ontology, epistemology, rhetoric and methodology as the dominant ones, the researcher adopted both the positivist and interpretive paradigms with the positivist paradigm as the dominant one. Using descriptive and correlational research designs, data were collected from a sample of 285 academic staffs of polytechnics in North West geo-political zone of Nigeria. Quantitative data were analysed at univariate, bivariate and multivariate levels. Univariate analyses involved percentages and the mean while bivariate analysis involved correlation analysis and multivariate analysis used multiple regression. Qualitative data were analysed using discursive and thematic methods. The following were the main findings of the study: with respect to leadership practices, transformational leadership practice component (P = 0.148, p =0.016 < 0.05) positively and significantly predicted academic staff performance while transactional leadership practice (P-0.008, p= 0.906 > 0.05) did not. Regarding employee identification, while both aspects of organisational and group identification were positive correlates of academic staff performance, only group identification was a significant correlate (P= 0.157, p = 0.045) that predicted academic staff performance and organisational identification (P = 0.147, p = 0.060) was not. Concerning organisational structure, formalisation (P = 0.145, p = 0.001) and complexity (P = 0.072, p = 0.580) were positive correlates but centralisation (P = - 0.011, p = 0.932) was a negative correlate. However, formalisation predicted Academic Staff Performance was more than complexity. Flexitime (P = 0.166, p = 0.009) was a positive and significant correlate of academic staff performance. Therefore, it was concluded that transformational leadership was the most important leadership practice for enhancing academic performance; group identification was a significant prerequisite for academic staff performance while formalisation and flexitime were probable requisites for academic staff performance. 1t was thus recommended that managers in polytechnics should emphasize the transformational leadership practice, promote group identification and formalisation in the organisational structures and implement flexitime in the structuring of work activities for academic staff.
Total quality management and teacher trainees' competences in primary teachers' colleges of Wakiso and Kampala districts, Uganda
(Kampala International University, Directorate of Higher Degrees and Research, 2017-11) Mugyenyi, Archippus; Apolo
Quality measures put in place in an organization are an important aspect for the quality of the outputs. Thus the study set out to investigate if total quality management could influence teacher trainees' competences in Uganda's Primary Teachers' Colleges. The objectives were to; explore the relationship between leadership's total quality practices and teacher trainees' competences, examine the relationship between entry qualifications management and teacher trainees' competences and then analyze the relationship between customer focus and teacher trainees' competences. Systems theory and organizational development theory guided this study. The design of the study was exploratory descriptive survey design, based on the quantitative and qualitative approaches. The study was executed in two Primary Teachers' Colleges in Wakiso and Kampala districts as of the year 2014, from a target population of 402 using stratified and quota sampling. A sample of 236 teacher trainees was obtained using Sloven's formula. Purposive and systematic random sampling, were used to obtain respondents who were teacher trainees, tutors, Ministry of Education officials and administrators of Primary Teachers' Colleges. Questionnaires, interviews and competence assessment form were used to collect data. Descriptive statistics, logistic regression and Pearson Product Moment Correlation were used to analyze quantitative data, while thematic analysis was used to analyze qualitative data. The study found out that there was a positive but weak relationship between; leadership's total quality practices and teacher trainees' competences (R2=.1827), entry qualifications management and teacher trainees' competences (R2=.2356) and customer focus managerial approach and teacher trainees' competences (r=.057, p=.385). Thus a positive but weak relationship was found to exist between total quality management and teacher trainees' competences. The recommendation was that in order to equip teacher trainees with appropriate competences, Primary Teachers' Colleges should embrace total quality management as a whole and not just implementing its components in an incoherent manner.
In-service teacher training and learners’ attainment of education in primary schools in Western Uganda
(Kampala International University, 2018-10) Nzarirwehi, Jackson
The purpose of this study was to evaluate the effect of in-service teacher training on learners’ attainment of education in primary schools in Western Uganda. Specifically, the study was guided by the following objectives: to assess the effect of in-service teacher training on teachers, to assess the effect of in-service teacher training on learners’ attainment of education and to examine the process by which in-service teacher training is designed and delivered. The assessment was made using primary data collected from the districts of Bushenyi, Rukungiri and Sheema in 2016. From total populations of N=2,364 education stakeholders including teachers, tutors, head teachers, district inspectors of schools and district education officers and N=12,000 primary seven pupils as of 2016, samples of 610 and 332 respectively were drawn. Questionnaires and key informant interviews were used in data collection. The research instruments were pilot tested to ensure their validity and reliability. Analysis was carried out using frequency distributions, Pearson chi-square distributions, and Mann Whitney tests. The Cronbach’s alpha was computed to ensure reliability of the Likert scale used in measuring the objectives with 0.773, 0.795 and 0.834 for objective one, two and three respectively. Qualitative analysis was done by incorporating verbatim accounts within the wider context. Results show that in-service teacher training had a significant effect on teachers particularly on their academic qualifications, performance and professional ethics. In-service teacher training also significantly improved learners’ attainment of education whereby trained teachers promoted knowledge sharing in an improved teaching-learning environment. With regard to the in-service teacher training process, findings reveal that there was no established system in place through which in-service teacher training is designed and delivered. Generally, in-service teacher training contributes to the building of a qualified teaching workforce and improved quality of education. The findings demonstrate that the process of in-service teacher training is marred with discrepancies and weaknesses in implementation that hinder it from realizing its objectives. To this end, targeted interventions such as sensitization of teachers on the significance of in-service teacher training towards education and development of an effective training system are recommended. The study recommends a revamp of school environments to create a conducive environment for the teaching-learning process.
Impact of implementation practices of the retirement policy 2004 and academic staff attrition in selected Tertiary Institutions in Adamawa State, Nigeria
(Kampala International University, college of Education,open and distance -learning., 2018-12) Jongur, Ibrahim Umaru
The aim of the study was to investigate the perceptions of academic staff on the impacts of the objectives of retirement policy 2004 on academic staff attrition in tertiary institutions in Adamawa State, Nigeria. The specific objectives of this Study were to determine the impact of the amount and process of retirement benefit; Lack of uniform rules and enhancement of individual savings on academic staff attrition in tertiary institutions, to assess the effect of growth of pension liabilities on academic staff attrition in tertiary institutions and to determine the relationship between retirement policy 2004 and academic staff attrition in tertiary institutions in Adamawa sate, Nigeria. The study used the descriptive survey design with mixed method (Triangulation) research approach underpinned by pragmatism philosophy. The population consisted of all academic staff from three selected tertiary institutions, their pension managers, and heads of the institutions. Both probability and non-probability sampling methods of purposive and simple random sampling were used for collecting the relevant data for this study. The study was guided by a three component model conceptual framework comprising of retirement policy 2004 factors (objectives) as the independent variables, academic staff attrition as the dependent variable and mediating variable comprising of internal and external factors. The finding indicated that there was a significant relationship between retirement policy 2004 and academic staff attrition in tertiary institutions in Adamawa sate, Nigeria. The study concluded that the retirement policy 2004 has failed to yield the desired results and it is contributing to the massive academic staff attrition and retirement from the tertiary institutions in the state. The study recommended for the increase in the amount of retirement benefits through increase in contribution by increasing academic staff pay package, and the process of payment should be simplified through removing unnecessary bottle necks and the establishment of PENCOM offices in all the 36 states; the federal government should establish a unified rules, regulations and standards across board and ensure that PENCON is solely responsible for the administration of the retirement policy; federal government to as a matter of urgency ensures the increase and implementation of the take–home salary package which will enable the academic staff to save more for their retirement. Finally, the study recommended for a three component model of public, private and trade union partnership for effective and efficient management of retirement policy to minimise academic staff attrition.
School Management and Job Performance of Teachers in Government Aided Secondary Schools in Western Uganda
(Kampala International University, 2022-09) Dinensio, Zikanga Kiyundo
Key to improving education is having highly skilled and effectively performing teachers in all classrooms. Effective teachers enable students to develop attitudes and behaviors that are important for success in life. Teachers develop students learning self-efficacy, happiness and behavior. Teachers who perform their teaching duties effectively deliver the subject matter effectively, cater for student differences, plan classroom instructional strategies, know individual students, assess student understanding and learning outcomes and collaborate with colleagues. Basing on the X and Y Theory, Herzberg’s Two Factor Theory and Perceived Organisational Support Theory, this study investigated the relationship between school management and job performance of teachers in government aided secondary schools in Western Uganda. The study examined the relationship between supervisory practices and job performance of teachers in government aided secondary schools in Western Uganda, assessed the relationship between remuneration and job performance of teachers in government aided secondary schools in Western Uganda, and analysed the relationship between training and job performance of teachers in government aided secondary schools in Western Uganda. The study adopted objective and subjective research philosophies and used mixed research paradigm on a sample of 337 respondents. Data was collected using both the questionnaire and an interview guide. Data were analysed using quantitative and qualitative methods. The findings revealed that there a positive significant relationship between head teachers supervisory practices and job performance, that there was a positive but insignificant relationship between remuneration and job performance of teachers, and there was also a positive but insignificant relationship between training and job performance of teachers. Therefore, it was concluded that head teachers supervision is important for the job performance of teachers, low remuneration of teachers’ impedes high job performance, and limited training opportunities hinder improved job performance of teachers. It was recommended that head teachers should provide effective supervision to teachers to ensure good job performance, stakeholders involved in management of schools such as government, head teachers and Boards of Governors should devise means of enhancing the remuneration of teachers, and avail training opportunities to them. The practical contribution of this study is that it proposes a model showing important school management practices that can enhance job performance of teachers. The practices are supervisor supervision behavior, supervisor support, income security schemes and on-the-job training.

Browse

Browsing Doctor of Philosophy in Educational Planning and Management by Issue Date

Results Per Page

Sort Options