Educational Management and Administration
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- ItemSchool Management and Job Performance of Teachers in Government Aided Secondary Schools in Western Uganda(Kampala International University, 2022-09) Dinensio, Zikanga KiyundoKey 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.
- ItemManagerial 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, VincentThis 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.
- ItemMotivation 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, PaulThis 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.
- ItemOrganisational 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.
- ItemSelf-regulation and cultural orientation on the academic achievement of university students on distance education in Kampala, Uganda(Kampala International University(KIU), 2012) Sangaire, Eddie MorganCorrelated 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.