Cultural Practices And Social Ecology Of Teachers In Primary Schools In Butebo County, Pallisa District, Uganda.
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Date
2015-04
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Kampala International University, College of Education, Open & Distance Learning
Abstract
This study is attempted to correlate the level of cultural practices and social ecology in
Butebo County. A descriptive study was conducted at 20 primary schools with a sample
population of 120 primary teachers as respondents of the research study. The study
attempted to; determine the profile of the respondents in terms of age, gender, marital
status and level of education, identify the teachers’ culturally relevant belief systems
affect the underlying expectations of their student’s performances, determine the level
of social ecology in terms of social skill, social knowledge, and cultural competency of
teachers in the teaching profession and establish if there is a significant relationship
between school cultural practices and the social ecology of teachers. A Qualitative and
Quantative method of data collection, including a questionnaire, was the main research
instrument used. The findings showed that there was a significant relationship between
school cultural practices and social ecology of teachers in the 20 primary schools
covered by this study. The study recommended that Educators must have a
comprehensive understanding of what “school culture” is and Schools need tools for
developing and assessing school culture, and must be held accountable for their school
cultures.
Description
A Research Report Submitted To The College Of Education Open And Distance Learning In Partial Fulfillment Of The Requirements For The Degree Bachelor Of Primary Education (Science) Of Kampala International University
Keywords
Cultural Practices, Social Ecology, Butebo County