Assessment of management skills of educational administrators and managers towards services delivered by teachers in Makindye Division, Kampala, Uganda
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Date
2013-11
Authors
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Journal ISSN
Volume Title
Publisher
Kampala International University, College of Education, Open and Distance Learning
Abstract
The purpose of this study was to assess management skills of educational administrators and managers towards services delivered by teachers in Makindye Division, Kampala, Uganda. This study was carried out in Makindye Division southeastern corner of the city, bordering Wakiso District to the south and west. The objectives of the study were; to find out the challenges being encountered by teachers in secondary schools, to investigate the strategies to overcome the challenges encountered by teachers in secondary schools and to investigate the effects of management skills on the performance of teachers in secondary schools. Both quantitative and qualitative data collection approaches were applied. The population of study included principal of education, heads of departments, administrators, teachers, head, teachers, and deputy and head teachers. Self-administered questionnaires with both open and close-ended
Questions were employed used for data collection. Challenges encountered by teachers in secondary schools included high work load, inadequate funding, lack of necessary trainings, teacher deployment, disruptive students and disadvantaged children. Formation of quality assurance and monitoring teams, offering of financial incentives, development of curricular to promote relevant learning, collaboration among teachers, supervision, support and guidance, gender sensitivity in recruitment and transparent management practices were some of the proposed strategies to overcome the challenges encountered by teachers in secondary schools. The effect of management skills on performance of teachers was found out to be in various ways for instance
high rate of labor turnover, gender disparities, high rate of absenteeism, overcrowded classes and unmanageable classes, disparities in class size and rural-urban disparities. It was recommended that the government should be made aware that although inclusive policies and legislation are in place, they are not supported by adequate funding and resources. Implementation of these policies requires extra teachers, support staff, resources, equipment, technology or a reduction in class sizes.
Description
A research report submitted to the College of Education, Open and Distance Learning in partial fulfillment of the requirements of the award of Bachelor’s Degree in Arts with Education
Keywords
Management skills, Educational administrators, Managers, Service delivery, Teachers, Makindye Division, Kampala