Faculty of Education

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http://hdl.handle.net/20.500.12493/14810

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Appraisal feedback and teacher’s performance in government aided secondary schools in Katerera County Rubirizi District Uganda
(Kampala International University, 2025-10) Wellen Nabaasa
This study sought to examine the relationship between appraisal feedback and teachers‟ performance in Government Aided Secondary Schools in Katerera Sub County, Uganda. The specific objectives were to: examine the efficacy of appraisal and feedback on teachers‟ work performance, assess teachers‟ perceptions of the appraisal and feedback process, and establish the integration of appraisal feedback into teaching practice. The study adopted a cross-sectional research design and combining quantitative and qualitative approaches. A sample of 326 comprised of 307 students 16 teachers and 3 headteachers participated in the study, selected from various government-aided secondary schools. Data was collected using structured questionnaires and semi-structured interview guides with head teachers. Quantitative data was analyzed using descriptive statistics and inferential statistics (Pearson correlation and regression analysis) with the aid SPSS software version 24, while qualitative data was analyzed thematically. The findings revealed a strong, significant positive relationship between appraisal feedback and teacher performance (r = .808, p<.05). Teachers reported high levels of motivation (Mean=4.24) and perceived the feedback as relevant (Mean=4.23). However, a critical paradox was identified: while the process was motivating, feedback was often perceived as non-specific, untimely, and failed to directly improve teaching practice (Mean=2.75). Regression analysis confirmed the efficacy of feedback (AF) was the strongest predictor of performance (β = .592). Qualitatively, head teachers acknowledged that feedback was often generic and lacked structured follow-up support for integration. The appraisal system in government-aided secondary schools is strong on motivation but weak on actionable guidance and implementation support. The study recommended that that for appraisal feedback to significantly enhance teacher performance, it must transition from a compliance-focused, generic exercise to a supportive, differentiated process characterized by specific, timely feedback and robust mechanisms for ongoing support and integration.
Head teachers’ supervisory practices and job performance of teachers in the public primary schools in Ibanda Municipality
(Kampala International University, 2023-10) Johnson Abakunda
The head teachers’ supervisory practices can influence Teachers’ job performance either negatively or positively. The purpose of the study was to investigate the relationship between head teachers’ supervisory practices and Teachers’ job performance in public primary schools in Ibanda municipality, the specific objectives were: to establish whether Directive supervisory practices influences performance of primary school teachers in Ibanda municipality; to find out if Collaborative supervisory practices influences performance of primary school teachers in Ibanda municipality; and to determine the extent to which Non-directive supervisory practices influences performance of primary school teachers in Ibanda municipality. This study adopted a Correlational research's design where by both quantitative and qualitative tools were used to collect data from a target population of 8 primary schools in Ibanda municipality. The study consisted of 8 head teachers 169 teachers, Municipal Education office and Inspector of schools. A total of 169 respondents filled the questionnaire and 10 were interviewed. Qualitative data was analyzed using descriptive statistics as well as inferential statistics which included Chi Square. The study revealed that the head teacher’s supervisory practices has a great role to play on teacher performance. A significant positive correlation was found between supervisory practices and teacher performance. The research concluded that supervisory practices are determinant factors for teacher performance. It is evident that Directive and Collaborative supervisory practices positively influenced Teachers’ performance and was also considered to be the best in promoting teachers’ good results. The findings showed that primary school teachers led by head teachers who practiced Non-directive supervisory practices are de-motivated to a large extent. Therefore, it is recommended that head teachers should familiarize themselves with various supervisory practices and their effectiveness in different situations. The study established that all primary schools in Ibanda municipality would require improved way of appreciation. This is by making sure the avenues or effective communication are available and can be utilized. The study recommended that future studies should examine the impact of head teachers’ supervisory practices on teachers’ effectiveness, pupils’ attitudes and general climate of the school; the influence of Teachers’ performance on pupils’ performance in public primary schools
Head Teachers’ Supervisory Practices And Job Performance Of Teachers In The Public Primary Schools In Ibanda Municipality
(Kampala International University, 2023-10) Johnson Abakunda
The head teachers’ supervisory practices can influence Teachers’ job performance either negatively or positively. The purpose of the study was to investigate the relationship between head teachers’ supervisory practices and Teachers’ job performance in public primary schools in Ibanda municipality, the specific objectives were: to establish whether Directive supervisory practices influences performance of primary school teachers in Ibanda municipality; to find out if Collaborative supervisory practices influences performance of primary school teachers in Ibanda municipality; and to determine the extent to which Non-directive supervisory practices influences performance of primary school teachers in Ibanda municipality. This study adopted a Correlational research's design where by both quantitative and qualitative tools were used to collect data from a target population of 8 primary schools in Ibanda municipality. The study consisted of 8 head teachers 169 teachers, Municipal Education office and Inspector of schools. A total of 169 respondents filled the questionnaire and 10 were interviewed. Qualitative data was analyzed using descriptive statistics as well as inferential statistics which included Chi Square. The study revealed that the head teacher’s supervisory practices has a great role to play on teacher performance. A significant positive correlation was found between supervisory practices and teacher performance. The research concluded that supervisory practices are determinant factors for teacher performance. It is evident that Directive and Collaborative supervisory practices positively influenced Teachers’ performance and was also considered to be the best in promoting teachers’ good results. The findings showed that primary school teachers led by head teachers who practiced Non-directive supervisory practices are de-motivated to a large extent. Therefore, it is recommended that head teachers should familiarize themselves with various supervisory practices and their effectiveness in different situations. The study established that all primary schools in Ibanda municipality would require improved way of appreciation. This is by making sure the avenues or effective communication are available and can be utilized. The study recommended that future studies should examine the impact of head teachers’ supervisory practices on teachers’ effectiveness, pupils’ attitudes and general climate of the school; the influence of Teachers’ performance on pupils’ performance in public primary schools
Head-teachers’leadership styles and organizational commitment of teachers in primary schools in Bitooma Sub-County, Bushenyi District
(Kampala International University, 2023-10) Appollo Batondaine
This study examined the relationship between leadership styles and commitment of teachers in Bitooma sub-county, Bushenyi district. The objectives were assess the relationship between head teacher transformational leadership and commitment of teachers, to determine the relationship between head teacher transactional leadership styles and to analyze relationship between head teacher laissez faire leadership style. The study adopted a cross-sectional design and data were collected using a self-administered questionnaires as well as interview guides. Data analysis involved descriptive and inferential analyses and study population was 138 teachers and 8 head teachers. Simple random sampling was used to sample 138 teaches to 99 and purposive sampling for head teachers. The total sample size was 107 respondents, the respondent rate was 100%. This study was guided by leader member exchange theory developed by Dienesch and Liden (1986). The research analyzes various leadership styles, including transformational, transactional, and laissez-faire leadership, to determine their impact on teacher commitment. Findings indicate that transformational leadership, characterized by inspirational motivation, intellectual stimulation, individualized consideration, and idealized relationship, based on rewards and punishments, can also affect organizational commitment, albeit to a lesser extent. Laissez-faire leadership, marked by a lack of direction and involvement, is found to influence, positively influences teachers' commitment to their organizations. Transactional leadership have a negative impact on teacher commitment. Descriptive results revealed that teacher retention was good. Regression analysis revealed that transformational leadership had a positive significant relationship with retention of teachers. Nevertheless, transactional leadership had a positive but insignificant relationship with retention of teachers while laissez-faire leadership had a negative and insignificant one. The study's results provide insights into how educational institutions can enhance teacher commitment by adopting effective leadership styles. Therefore, it was concluded that transformational leadership is imperative for retention of teachers, transactional leadership is not the most probable leadership style for retention of teachers, and laissez-faire leadership is not a desirable leadership style for retention of teachers.
Leadership style and academic performance of pupils in primary schools in Munkunyu Sub- County, Kasese District Uganda
(Kampala International University, 2023-11) Bwambale Asanairi
This study investigated the effects of leadership style and academic performance of pupils in primary schools in Kasese District, Uganda. Specifically, the study examined the relationship between transactional leadership and academic performance of pupils and investigated the impact of a laissez-faire leadership style on academic performance of pupils in Munkunyu Sub- County, Kasese District. The study adopted a cross-sectional research design and used both qualitative and quantitative approaches on target population of 346 and a sample of 168 head teachers, deputy head teachers, teachers and pupils was obtained using Sloven’s formula. Purposive sampling was used to select head teachers and deputy head teachers. Simple random sampling was used to select teachers and pupils. The field data was gathered via questionnaires. Cronbach’s, α, and content validity index were used for data quality control. Statistics, both descriptive and inferential were used in the data analysis process. The relationship between the independent variables (transformational, transactional, and laissez-faire leadership styles) and the dependent variable (academic performance of pupils), as well as the amount by which the dependent variable changed for each unit change in each of the independent variables was determined using Pearson, r and multiple regression. The findings revealed that most of the head teachers, “model the way”, by leading by example; being punctual and regular at school and being exemplary to become examples to their subordinates and the pupils and that headteachers knew what was expected of them to improve the quality of teaching and learning. The study concluded that, even though the respondents agreed that a leadership style could affect academic performance, the head teachers did not gain the confidence of the stakeholders enough to set up terms and conditions that could enhance quality teaching and learning. The study recommended compulsory continuous professional development in leadership for head teachers. Teacher training institutions to incorporate in their curriculum art and science of leadership in order to groom leaders right from school. In order to make leadership important and useful in promoting quality education, the study recommended that leadership be distributed appropriately among all different levels of administration.
Participatory management and performance of school administration in the protestant church founded secondary schools in Karongi District/Rwanda
(Kampala International University, 2013-09) Rutigerera Zikama Zacharie
The purpose of this study was to investigate how participatory management affects performance of school administration in protestant church founded secondary schools in Karongi District. The study used the descriptive survey design. The sample size for the study was 378 students, 78 teachers, 8 principals, and 16 parents. The primary data was collected using questionnaires. The data on the Likert scale type data as performed in analysis gave the answer for all stakeholders involved in this research. In overall, the findings revealed that the participatory management in administration of all stakeholders was low. The correlation test between School administration performance and the participatory management by Spearman's rank correlation coefficient was 0.67 computed by SPSS (table 4.18) which was greater than the level of significance of 0.05, meaning that there is a significant correlation between participatory management and school administration. The effect of participatory management on performance of school administration in selected protestant founded secondary schools in Karongi district has been determined and reported limited success in school administration due to the low status of the participatory management. The relationship between participatory management and performance of school administration has been established. However, the remaining correlation part is being held by some other extraneous variables like: environment safety, encouragement, acknowledgment and positive attitude. The importance of in-service training in the improvement of school administration in selected protestant church founded secondary schools in Karongi district has been determined and reported limited success in school administration due to the low status of consideration and the participatory management. As a result, the study recommended the policy makers and the Ministry of Education to organize training for all stakeholders on participatory management and empower them. School principals are recommended to undergo training programs or in-service training for participatory management purposes to enhance their leadership capacity and to carry out their responsibilities effectively. The contribution of the researchers‟ study to the existing knowledge concerned the involvement of all stakeholders on performance of school administration in protestant church founded secondary schools. This has generated empirical data on the subject of participatory management and performance of school administration.
Socio-economic background of parents and students’ academic performance in the secondary schools of Kitswamba and Rugendabara- Kikongo Town Councils Kasese District, Uganda
(Kampala International University, 2023-11) Biitikoro Masereka Nason
This study sought to determine whether socio-economic background of parents leads to significant differences in students’ academic performance in the secondary schools of Kitswamba and Rugendabara-Kikongo town councils, Kasese District. The main objectives of the study were to: examine whether parental educational, asses parents’, and to establish how family income level influences the academic performance among the secondary school students of Kitswamba and Rugendabara-Kikongo town councils in Kasese district. The study adopted a cross sectional research design on a sample of 250 students and five head teachers. Data were collected using a questionnaire and an interview guide. Quantitative data were analysed using descriptive statistics and Analysis of Variance (ANOVA). Qualitative data were analysed using content analysis. Social Darwinism and social conflict theories are what guided this study. The findings include descriptive results in terms of descriptive statistics and qualitative findings, and inferential results in terms of correlation and regression. The results in Table 4.5 suggest that the mean scores for those with tertiary education (mean = 2.15) were highest followed by those with primary education (mean = 2.12), then those with secondary education (mean = 2.10) with the least being those non-formal education (mean 1.42) had the lowest mean scores. The observed F = 3.847 was large with the level of significance (p = 0.010, p < 0.05). This suggested that the variations in students’ performance by education of father male guardian were significant. Therefore, the hypothesis to the effect that parental educational level leads to significant differences in students’ academic performance in the secondary schools was supported. Thus, children whose parents who had higher levels of education were likely to perform than those of lower education. The mean scores for those in government civil service (mean = 2.14) was highest followed by nongovernmental service (mean = 2.13), and commercial and peasant farmers had the same mean (mean = 2.11). However, the observed F = 0.124 was low with the level of significance (p = 0.946, p > 0.05). This suggested that the variations in students’ performance by occupation of the father or male guardian were insignificant. Therefore, the hypothesis to the effect that parental occupation leads to significant differences in students’ academic performance in the secondary schools was rejected. Thus, children academic performance was not dependent on the parents’ occupation. The results for parents or guardians according to income showed that the income of the fathers has more significant influence than that of the mothers. This is because the F= statistic (F = 3.926) for the males was slightly higher (F= 3.850) than of the females with a lower p-value (p = 0.021) than that of females (p = 0.023). The findings further revealed that while parental educational level and income led to significant differences in students’ academic performance, parents’ occupation did not. It was concluded that parental educational level is imperative for students’ academic performance, the parents’ occupation is lowly linked with students’ academic performance, and family income is vital for students’ academic performance. The study recommended that the government of Uganda and schools should promote education of parents in the country, the government of Uganda should promote children of education without putting emphasis on occupation of their parents, and government of Uganda should promote programmes that promote income of parents such that they can be able to support education of their children.
Socio-Economic Status of Parents and Academic Performance of Learners in Primary Schools in Ibanda Municipality
(Kampala International University, 2019-11) Peter Nsiimire Mwesigye
This study was conducted to investigate the difference in academic performance of learners in primary schools across socio-economic status (SES) of parents in Ibanda Municipality. Data were collected from pupils in Primary Six and Primary Seven using questionnaires while data from teachers, head teachers and parents were obtained using interview guides. Descriptive statistics including frequency counts and percentages were used to indicate the characteristics of students and SES of their parents. One way Analysis of Variance (ANOVA) was used to determine whether SES of parents led differences in academic performance of learners. The findings showed that there was statistically significant difference in academic performance among primary school pupils of parents whose parents had secondary education and above education (p = 0.046) but not occupation of parents (p = 0.881) and income of parents (p = 0.744). From the findings, it was shown that the difference in academic performance of learners is greatly determined by education of parents as one of the proxy measures to SES and thus strategies geared towards raising education of parents such as adult learning programs are recommended in Ibanda Municipality and beyond.

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