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1
Thomson, Jane, and Gemma Garrett. "Science Clubs for Uganda." Biochemist 35, no. 1 (February 1, 2013): 40–42. http://dx.doi.org/10.1042/bio03501040.
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Following a productive fact-finding mission to Uganda in April 2012, two members of the Education team, Gemma Garrett and Jane Thomson, have come up with a plan to address some of the challenges being encountered by Ugandan science teachers and their students at the secondary school level. Working closely with our Ugandan Local Ambassador, Deus Tusibira, the pair returned to Uganda in September to implement some of their ideas, get feedback and gather momentum for the scheme.
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Ssegantebuka, Julius. "THE INFLUENCE OF DIFFERENT EDUCATIONAL CONTEXTS ON TUTOR PRESENTATIONS OF VISUAL ARTS IN TEACHER COLLEGES IN UGANDA." Problems of Education in the 21st Century 77, no. 4 (August 20, 2019): 515–27. http://dx.doi.org/10.33225/pec/19.77.515.
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Different educational contexts or learning environments differently influence visual arts tutor’s performance and pre-service teachers’ learning. The purpose of this research was to examine the role the college context plays in the tutors’ presentation of knowledge and the pre-service teachers’ learning in visual arts in National Teacher Colleges in Uganda. The researcher used interviews, observations, document reviews and focus group discussions to collect data. The results revealed that there were inadequate teaching resources, poor infrastructure and limiting educational policies and administrative support. The research recommended that the ministry of education and sports provide adequate teaching resources, review the limiting educational policies and conduct refresher courses and professional development programs for tutors in National Teacher Colleges in Uganda. Keywords: educational context, pre-service visual arts teachers, teachers’ learning.
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Kuteesa, Disan. "Knowing Process of Rural Secondary School Science Teachers: A Case of Rakai District in Uganda." East African Journal of Education Studies 3, no. 1 (September 9, 2021): 246–52. http://dx.doi.org/10.37284/eajes.3.1.406.
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The study was an investigation of the Knowing Process of rural secondary science teachers in Uganda. The problem of the study was the poor performance of students in sciences in the rural secondary schools in Ugandan Certificate Examinations (UCE). The central point was to find out the beliefs of the rural secondary science teachers about how the educators come to know anything. A non-experimental research design was employed in the study. The research was carried using a purposive sampling technique. Regarding data collection, the researcher administered fifty (50) questionnaires to fifty (50) teachers; interviewed ten teachers and carried out classroom observations often live lessons. The findings of the study revealed that teacher’s conceptions about the mode of knowing to fall under three sources of knowledge, namely, authority, sense-perceptual experience, and reason. It was clear that teachers assume that learners do not have knowledge; hence the Bucket theory of mind is central in their teaching-learning process. Many teachers appeared to do things the way they were taught; in other words, a number of rural science teachers tended to be doing activities whose underlying assumptions they were not clear of. A functional approach to the teaching of Philosophy in Educational programs is recommended.
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Rukundo, Aloysius, and Justine Magambo. "Professional impotence: Impact of alcoholism on secondary school teachers in Uganda." International Journal of Alcohol and Drug Research 2, no. 2 (August 19, 2013): 69–74. http://dx.doi.org/10.7895/ijadr.v2i2.104.
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Rukundo A. & Magambo J. (2013). Professional impotence: Impact of alcohol abuse on secondary schoolteachers in Uganda. International Journal of Alcohol and Drug Research, 2(2), 69-74. doi: 10.7895/ijadr.v2i2.104 (http://dx.doi.org/10.7895/ijadr.v2i2.104)Aims: We conducted this study to explore the impact of alcohol consumption on teachers’ jobs in Uganda. Specifically, we investigated the types of alcohol consumed by schoolteachers, reasons for alcohol abuse among teachers, justifications for mixing different types of drinks while drinking, and the effects of alcohol abuse on secondary schoolteachers. Design: Cross-sectional, descriptive.Participants: We involved 54 teachers (79.6% males and 20.4% females) in focus group discussions (FGDs) and four teachers (all male) in in-depth interviews.Measurement: Interviews were conducted to validate the data from FGDs as done by vanTartwijk, den Brok, Veldman and Wubbels (2008). Thematic analysis was employed to describe themes and emerging trends.Results: Data gathered from both in-depth interviews and FGDs show that teachers in Uganda drink a variety of “local” and “exotic” types of alcohol, for a variety of reasons. Results also indicate that during drinking sessions, teachers mix drinks for different reasons, but mainly to increase or decrease the potency of alcoholic drinks, depending on their types. All participants mentioned that over-consumption of alcohol negatively affects the teacher’s job and career in ways that include poor performance, neglect and loss of job.Conclusion: While teachers in Uganda drink many types of alcohol for apparently “good” reasons, those teachers who over-drink eventually fall into job inefficiency.
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Matsuba, M. Kyle, and Lenny Williams. "Mindfulness and yoga self-care workshop for Northern Ugandan teachers: A pilot study." School Psychology International 41, no. 4 (April 8, 2020): 351–67. http://dx.doi.org/10.1177/0143034320915955.
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Teacher stress is evident in many developed countries; however, teacher stress is also evident in many low-income sub-Saharan countries such as Uganda where teachers face additional challenges compared to their North American/European counterpart. The goal of this study was to pilot test a mindfulness and yoga self-care workshop designed for teachers working in post-conflict Northern Uganda to help them cope with stress. Twenty teachers participated in the workshop and were compared to a group of matched wait-list teachers on psychological well-being measures. Results show that self-care teachers showed greater reductions in levels of anger, fear, sadness and perceived hostility, and greater increases in levels of emotional support and friendship compared to wait-list teachers. Moreover, longitudinal exploratory data analyses suggest that many of these effects gradually emerge over the course of the three-month school term. These finds are discussed in the context of how school psychologists can help teachers in developing countries through from yoga-based, mindfulness-type programs, and the need for more scaled-up research.
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Ha, Ngoc Huong Lien, Xin Ying Chua, Shallon Musimenta, Edith Akankwasa, Nongluck Pussayapibul, Hui Jin Toh, Mimaika Luluina Ginting, et al. "Enablers and Barriers of a Cross-Cultural Geriatric Education Distance Training Programme: The Singapore-Uganda Experience." Geriatrics 5, no. 4 (September 25, 2020): 61. http://dx.doi.org/10.3390/geriatrics5040061.
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Background: By 2050, 80% of the world’s older population will reside in developing countries. There is a need for culturally appropriate training programs to increase awareness of eldercare issues, promote knowledge of how to better allocate resources to geriatric services, and promulgate elder-friendly policies. A monthly distance geriatric education programme between a public hospital in Singapore and health institute in Uganda was implemented. This study explored the enablers and barriers to the delivery of culturally appropriate geriatric education programmes via a videoconferencing platform. Methods: We conducted 12 in-depth interviews with six teachers from Singapore and six learners from Uganda. The interviews were audio-recorded, transcribed and analyzed using an inductive thematic approach to analysis with the aid of the NVivo software. Results: Enablers included inter-personal real-time interactions between teachers and learners whereas misaligned perceptions of cross-cultural differences between Singaporean teachers and Ugandan learners were a barrier. Rapport building, teacher motivation and institutional support were perceived to contribute to the programme’s sustainability. Overall, Ugandan learners perceived that the training improved knowledge, skills, attitude and practice of geriatric care. Participants suggested that future initiatives consider aligning cross-cultural perceptions between partners, conducting a training needs analysis, exploring complementary modes of information dissemination, and allotting time for more interaction, thereby reinforcing mutual sharing. Adequate publicity and appropriate incentivisation may also better sustain the programme. Conclusions: Our findings suggest that cross-cultural training via a videoconferencing platform was feasible. Our results inform planners of future distance educational programmes of how to improve standards of cross-cultural competency and forge promising international partnerships.
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Ssenyonga, Joseph, and Tobias Hecker. "Job Perceptions Contribute to Stress among Secondary School Teachers in Southwestern Uganda." International Journal of Environmental Research and Public Health 18, no. 5 (February 26, 2021): 2315. http://dx.doi.org/10.3390/ijerph18052315.
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(1) Background: Teachers’ personal and strenuous working conditions reflect the realities of the teaching vocation that may result in increased stress levels and associated negative consequences, such as negative emotions. It is also well-known that teacher stress contributes to more violence against students. However, little is known about personal and school context factors that contribute to teachers’ stress. The current study examined whether, in addition to school-related factors, job perceptions, including the feeling of pressure at work and perceived school climate and teaching difficulties, contribute to teachers’ stress. (2) Methods: A representative sample of 291 teachers from 12 public secondary schools in southwestern Uganda responded to self-administered questionnaires. (3) Results: Teaching difficulties and feelings of pressure at work contributed to teachers’ stress. Furthermore, stress did not vary with teachers’ sociodemographic variables. (4) Conclusions: Teachers’ perceptions of their working conditions were associated with teacher stress levels. Therefore, more efforts need to be geared towards improving the working conditions of teachers as a way of reducing stress.
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de Haas, Billie, and Inge Hutter. "Teachers’ professional identities in the context of school-based sexuality education in Uganda—a qualitative study." Health Education Research 35, no. 6 (December 2020): 553–63. http://dx.doi.org/10.1093/her/cyaa044.
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Abstract School-based sexuality education makes teachers important gatekeepers of students’ access to information about sexual and reproductive health and rights. The school setting has the potential to reach large numbers of students. However, teachers’ professional identities may go beyond, differ from or even conflict with the qualities required of sexuality educators. To gain a better understanding of the role of professional identity in the delivery of school-based sexuality education, this study used cultural schema theory to study teachers’ professional identities, and how these motivate them to provide sexuality education. In-depth interviews were conducted with 40 sexuality education teachers at secondary schools in Kampala, the capital of Uganda. Sexuality education lessons were observed to validate the findings from the interviews. Results identified five cultural schemas of professional identity: (i) upholder of ethics and regulations; (ii) authority figure; (iii) counsellor and guide; (iv) role model; and (v) guardian. The study concludes that teachers’ cultural schemas of professional identity motivate them to adhere to moral discourses of abstinence and sexual innocence. To support teachers in taking more comprehensive approaches to sexuality education, it is important that they receive adequate teacher training and support from the Ugandan government, the school administration and the wider community.
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Kule, Ashirafu Masudi, Mugizi Wilson, Kariisa Henry Ampeire, and Victor Turiabe. "Teacher characteristics and the Use of ICT in Rural Secondary Schools of Bwera Sub County, Kasese District, Uganda." Interdisciplinary Journal of Rural and Community Studies 3, no. 2 (August 9, 2021): 30–40. http://dx.doi.org/10.51986/ijrcs-2021.vol3.02.04.
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This study investigated the relationship between teachers’ characteristics and their use of ICT in teaching in rural secondary schools located in Bwera Sub County, Kasese District of Uganda. Bwera Sub County is a hard-to-reach rural area in western Uganda. Specifically, the study examined whether teacher characteristics, namely, teachers perceived usefulness, perceived ease of use and teacher ICT competence, influenced teachers’ use of ICT in teaching with the secondary schools. Using the correlational research design, data were collected using a self-administered questionnaire on a sample of 127 school teachers. Descriptive results revealed that teachers rated their use of ICT and perceived competence as poor, rated ICT's usefulness as good, and their use of ICT as fair. Regression analysis revealed that perceived usefulness, ease of use, and ICT competence had a positive and significant influence on ICT use in teaching and learning. It was concluded that perceived usefulness is a prerequisite for teachers’ use of ICT, perceived ease of use is imperative for the use of ICT, and competence is essential for the use of ICT. Therefore, it was recommended that in rural secondary schools, the Ministry of Education and headteachers should provide awareness training to teachers about the usefulness of IC, train teachers to use ICT, and develop their ICT competence.
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Gudovitch, Ram, Gumisiriza Alex, Elly Kiyingi, Ezra Barigye, Maureen Zawedde, Aziizah Namu-Gambe, Flavia Mutesi, Lea Forshtat, and Vered Slonim-Nevo. "Teachers’ Perspectives: Challenges in the Integration of Refugee Children Deported from Israel to Uganda." Social Sciences 10, no. 3 (March 5, 2021): 91. http://dx.doi.org/10.3390/socsci10030091.
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In 2012, Israel deported 500 South-Sudanese refugee children and their families. A year later, a civil war broke out in the young South Sudan and the deportees, along with over one million South-Sudanese citizens, fled to the neighboring Uganda. Since then, many of these children have studied in boarding schools in Uganda. We explore, using qualitative methods, the perceptions and experiences of six Ugandan teachers all working with these children for at least 5 years. The research is unique in studying children who have previously lived and studied in a developed Western environment, and experienced, subsequently, a transition to the global south, with far more conservative social norms and an authoritarian, teacher-centered conception of education. The results show a clear progression in the teachers’ conception of the children, beginning with an impression of the children as rebellious, tending to initiate conflicts, and disrespectful. Gradually, they came to view them as being open and assertive, often very articulate and communicative. They observed changes in the children’s behavior: acquiring language skills, being cooperative with staff, integrating with the other children and caring. Working with the refugee children had a great impact on the teachers’ perceptions and on their personal and professional conduct: they substituted punishments—including physical caning—with other methods of discipline. They endorsed open academic methods based on dialogue in class and between teachers and students, and encouraged experiment-based learning methods. On the other hand, the teachers initial perception of children’s parents as ignorant and disruptive remained unchanged and little effort, if any, was made throughout the years of this educational encounter to include the parents in the educational process. The teachers’ recommendations focused mainly on three issues: preparing the children and the staff to the new experience in order to facilitate integration, enhancing the communication and mutual work with the children’s parents, and giving more attention to the children’s emotional state. The discussion section addresses the limitation of this study, directions for future research, and practical implications.
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Sekiziyivu, Samuel, and Christopher B. Mugimu. "Communicative Language Teaching Strategies for German as a Foreign Language in Uganda." Journal of Language Teaching and Research 8, no. 1 (January 1, 2017): 8. http://dx.doi.org/10.17507/jltr.0801.02.
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The communicative language teaching (CLT) approach emphasizes the change in the role of the teacher from a transmitter of knowledge to a facilitator of language learning. Teachers must therefore, develop and utilize teaching strategies that enable learners to freely interact in a classroom environment to enhance the required communicative competences. However, in the Ugandan context where the curriculum is examination-driven, teacher competence is judged on the basis of students’ excellence in the final examinations. As such, teachers tend to focus on producing better grades, thereby neglecting learners’ acquisition of vital communicative competences. This paper spells out the teaching strategies teachers of German use to create a supportive environment for communicative language teaching and learning. A cross sectional survey research design was used in the study. Questionnaires, observations, and semi-structured interviews were used to gather data on teachers’ experiences regarding the teaching strategies used to support CLT approach. Findings revealed that the teaching strategies utilised by the teachers of German had very little bearing on the CLT approach. For instance, the classroom environment did not encourage free interaction among learners as required by the CLT approach. It was recommended that teachers be introduced to teaching strategies that are relevant to the CLT approach during their pre-and in-service training.
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Kagoda, Alice Merab, and Betty Akullu Ezati. "CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA." Problems of Education in the 21st Century 52, no. 1 (March 20, 2013): 35–47. http://dx.doi.org/10.33225/pec/13.52.35.
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With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.
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Oketcho, Emmanuel James, Fredrick Ssempala, Margaret Stella Suubi Ujeyo, and Dennis Zami Atibuni. "Headteachers’ Management Styles and Teachers’ Role Performance in Secondary Schools in Tororo District, Uganda." Journal of Education 200, no. 2 (September 22, 2019): 111–19. http://dx.doi.org/10.1177/0022057419877393.
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This mixed-methods study stems from the poor learner performance in secondary schools in Tororo District, Uganda, which connoted low teacher role performance and gaps in headteachers’ management styles. Management styles of 28 headteachers and role performance of 294 teachers were investigated. Headteachers mainly used democratic management style, 21 (75.0%); followed by balanced-oriented style, 6 (21.43%); and laissez-faire style, 1 (3.5%). Teachers’ role performance was moderate ( M = 64.75, SD = 10.80). Significant relationships existed between people-oriented ( r = .127, p = .029) and task-oriented ( r = .132, p = .024) management and teachers’ performance. Recommendations for improvement were advanced.
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Sperandio, Jill, and Alice Merab Kagoda. "Women teachers' aspirations to school leadership in Uganda." International Journal of Educational Management 24, no. 1 (January 19, 2010): 22–33. http://dx.doi.org/10.1108/09513541011013024.
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Bwiruka, Jane, John Maani, and John Ssetumba. "Student Teachers’ Perceptions and Experiences on Mentoring Practices and Competence Development at Makerere University in Uganda." American Journal of Education and Practice 5, no. 2 (May 4, 2021): 26–52. http://dx.doi.org/10.47672/ajep.707.
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Purpose: This study explored the perceptions and experiences of student teachers on mentoring practices and competence development at Makerere University in Uganda.
Methodology: Basing on the three mentoring models of mentoring developed by Twoli (2011) as the analytical lens, this study explored the mentoring practices currently existing at Makerere University, the model of mentoring the University is aligned to and how it develops Student teachers’ competences. The three mentoring models are the corporate model (traditional model), the more improved collaborative model and the emerging model of mentoring practices. Phenomenology was adopted as a qualitative research design anchored in the constructivist interpretivist paradigm. Data was collected using unstructured interviews from purposively selected twelve finalist student teachers and triangulated with review of documents and literature to cross validate the findings. Data was analyzed using the framework analysis.
Findings: Makerere University is still tagged in the corporate/ traditional model of mentoring student teachers basing on the way they organize, supervise and moderate their student teachers on practicum.
Unique Contribution to Theory, Practice and Policy: The Ministry of Education and Sports (MOE&S) in Uganda through the National Council for Higher Education (NCHE) should include mentorship programmes as a formalized minimum standard in teacher education institutions. Universities and other teacher preparation institutions should introduce mentorship programmes for university staff and schools. The study also recommended that lecturers and senior teachers should be sensitized about the effects of relying on the traditional/corporate mentoring model through professional development courses.
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Nzarirwehi, Jackson, and Faith Atuhumuze. "In-Service Teacher Training and Professional Development of Primary School Teachers in Uganda." IAFOR Journal of Education 7, no. 1 (June 1, 2019): 19–36. http://dx.doi.org/10.22492/ije.7.1.02.
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Manyiraho, Deborah, Dennis Zami Atibuni, and David Kani Olema. "Test and Item Response Theories and School Environment as Assessment Practice Factors among Science and Mathematics Teachers in Secondary Schools in Eastern Uganda." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 1, no. 3 (December 26, 2020): 77–86. http://dx.doi.org/10.46606/eajess2020v01i03.0045.
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This study sought to establish the effect of knowledge of the Classical Test Theory (CTT) and Item Response Theory (IRT) and school assessment environment on assessment practice among teachers of science and mathematics subjects in Eastern Uganda Secondary Schools. The study assessed the levels of knowledge and application of CTT and IRT in assessment, examined the suitability of school environment for assessment and established the influence of school environment and knowledge of CTT and IRT on teachers’ engagement in assessment. A census of 307 teachers of science and mathematics subjects attending SESEMAT training in Eastern Uganda participated in the study. The results revealed that the teachers were engaged in assessment (M = 17.04, SD = 2.00) and had moderate levels of knowledge of CTT (M = 10.19, SD = 2.23) and IRT (M = 17.5, SD = 3.50). Their levels of application of CTT (M = 28.08, SD = 3.85) and IRT (M = 6.86, SD = 1.47) were also moderate. The teachers reported that their schools had somewhat conducive environments for assessment (M = 14.37, SD = 3.44). In addition, school environment affected teachers assessment practices most ( = .211, t = 7.212, p < .05), knowledge of CTT also influenced teachers assessment practice, but less than the influence by environment ( = .112, t = 4.969, p < .05). In conclusion, enhancing the levels of knowledge and application of CTT and IRT as well as improving school assessment environment are paramount for meaningful engagement in assessment by teachers. The study recommended pre-service and in-service training of the teachers in CTT and IRT in addition to schools improving environments for effective teacher engagement and quality assessment.
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Anyango, Mary, Regis Zombeire Kamaduuka, and Goretti Kaahwa. "Human Resource Practices and Quality Assurance Among Teachers in Public Secondary Schools in the Central Region, Uganda." East African Journal of Interdisciplinary Studies 2, no. 1 (June 26, 2020): 39–48. http://dx.doi.org/10.37284/eajis.2.1.175.
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The study aimed at establishing the influence of human resource practices on quality assurance among secondary school teachers in the central region of Uganda. It was guided by the objective of establishing the relationship between on-job training, off-job training, and promotions on quality assurance among teachers in the central region of Uganda. It was a desktop content review of literature journal articles and research dissertations that was thematically analysed. The findings obtained showed that to a great extent, the provision of on-job training, off-job training and promotions to teachers enhances the quality assurance in secondary schools. Thus, it was concluded that the professional development of teachers is a critical aspect that all administrators should not neglect. Consequently, it was recommended that junior teachers should be assigned to senior teachers who should act as coaches, supervisors and mentors. Also, off-job training policies should be developed to enhance teachers’ teaching skills and once trained; the teachers have to be promoted.
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Bwiruka, Jane, John Maani, and John Ssetumba. "Student Teachers Perceptions and Experiences on School Practice and Competence Development at Makerere University-Uganda." American Journal of Education and Practice 5, no. 2 (May 4, 2021): 1–25. http://dx.doi.org/10.47672/ajep.706.
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Purpose: The study was carried out to explore the student teachers’ perceptions and experiences on school practice in terms of competence development.
Methodology: Phenomenology as a design was adopted using unstructured interviews and documents review to collect data from twelve purposively selected third year student teachers as participants. Data was analyzed using the framework analysis.
Findings: School practice was clearly understood by participants as a learning experience that involves putting theory into practice with the help from supervisors and senior teachers. However, it was conducted along the curriculum requirements as an assessment/examination by the university supervisors. Consequently, some challenges were faced. These included, difficulties in applying all the various methods taught by different lecturers, lack of professionalism, little feedback/conferencing with supervisors, hurried reports, limited mentorship and supervisory aspects in school practice host schools and limited materials to use among others.
Unique Contribution to Theory, Practice and Policy: The teacher preparation institutions in Uganda Makerere inclusive need to improve the general methods course to all students to cater for issues in lesson preparation, presentation, classroom management, assessment and evaluation. An interdependent relationship between the University and the SP host schools is required to promote a working relationship between the supervisors and host teachers for mentoring and supervisory aspects to student teachers. Makerere University and other teacher preparation institutions need constant professional development courses to promote professionalism among supervisors to address issues like lack of feedback/conferencing and poor supervisor-student relationships among others.
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Kisa, Sarah, Godfrey Ejuu, and Joyce Ayikoru Asiimwe. "Teachers’ Instructional Practices for Promoting Primary One Learners’ Mathematics Competence: A Comparative Study of Busiro and Luuka, Uganda." American Journal of Education and Practice 4, no. 1 (August 18, 2020): 44–59. http://dx.doi.org/10.47672/ajep.558.
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Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence.Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively.Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”.Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.
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Wamala, Robert, and Gerald Seruwagi. "Teacher Competence And The Academic Achievement Of Sixth Grade Students In Uganda." Journal of International Education Research (JIER) 9, no. 1 (December 22, 2012): 83–90. http://dx.doi.org/10.19030/jier.v9i1.7503.
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The study investigates the influence of teacher competence on the academic achievement of sixth grade students in Uganda. The investigation is based on data sourced from the 2009 Southern African Consortium for Monitoring Education Quality (SACMEQ) survey comprising 5,148 records of sixth grade students enrolled in primary schools in Uganda. The percentage scores of students and teachers in reading and numeracy tests were adopted as measures of academic achievement and competence, respectively. The analysis was carried out using a multiple linear regression clustered by six geographical regions in Uganda eastern, western, southern, northern, southwestern, and northeastern. In addition to teacher competency, students academic achievement in the various disciplines was modeled by the student characteristics of age, sex, rural-urban residence, class repetition status (any class), and length of pre-primary education. The results showed students high academic achievement in reading and numeracy was significantly associated with high teacher competency in the same disciplines. However, this generalization may not hold for all students in all countries because of variations in learner characteristics and the learning environment. Nevertheless, the findings suggest the need to strengthen teacher competence as a measure to enhance students academic achievement in formal education.
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Julius, Ssegantebuka. "Pre-Service Visual Arts Teachers’ Perceptions of Their Experiences of School Practice: A Case of National Teachers College in Uganda." Academic Journal of Interdisciplinary Studies 7, no. 1 (March 1, 2018): 45–55. http://dx.doi.org/10.2478/ajis-2018-0004.
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AbstractThe aim of this study was to describe and analyse the second year pre-service visual arts teachers’ perceptions of their experiences of school practice. School practice is a fundamental facet of all teacher preparation that strengthens one’s teaching competencies. Pre-service visual arts teachers in National Teacher Colleges (NTCs) in Uganda are trained as generalist on a two-year diploma program, leading to an award of a diploma in secondary education (DSE). During the entire training pre-service visual arts teachers are exposed to twelve weeks of school practice of which six weeks are done in year one and the remaining six weeks of school practice are done in their final second year. The study followed a quantitative research design where a self constructed questionnaire was administered to fifty pre-service visual arts teachers in one of the NTCs. Descriptive statistics were used to analyse the data collected through the questionnaires. Although the research revealed that pre-service visual arts teachers were satisfied with the general prior preparations for the actual teaching, they needed urgent support in using of a number of assessment strategies; accessing and using tools; selecting and using the most appropriate teaching methods and creating an effective learning environment. It was recommended that NTCs expose pre-service visual arts teachers to the ideal school environment that equips them with the necessary knowledge and skills needed for effective teaching and adaptive skills for any teaching context while still at teacher colleges.
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Arbeiter, Susanne, and Sally Hartley. "Teachers' and Pupils' Experiences of Integrated Education in Uganda." International Journal of Disability, Development and Education 49, no. 1 (March 2002): 61–78. http://dx.doi.org/10.1080/10349120120115334.
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Chapman, David W., Lisa Burton, and Jessica Werner. "Universal secondary education in Uganda: The head teachers’ dilemma." International Journal of Educational Development 30, no. 1 (January 2010): 77–82. http://dx.doi.org/10.1016/j.ijedudev.2009.08.002.
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Mbeya, Aisha. "Comparing Classroom Competence and Attitude between SESEMAT and Non-SESEMAT Trained Teachers in Eastern Uganda." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 3, no. 1 (May 31, 2020): 47–61. http://dx.doi.org/10.53449/ije.v3i1.107.
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This paper presents a comparison of professional competence and attitude between teachers trained in Secondary Science and Mathematics Teachers (SESEMAT) Programme and those not trained in it in Eastern Uganda. The study was based on a realization that though the government provides facilitation to enable teachers undergo training through the SESEMAT programmes, teachers seem not to keenly use SESEMAT methodologies. The study was guided by two objectives: to establish whether there are differences in professional competences between SESEMAT- and non-SESEMAT- trained teachers in Uganda, and to determine whether there are differences in attitude towards teaching between SESEMAT-trained teachers and other teachers of science and mathematics. The study employed semi-experimental design. Ten secondary schools were sampled and 40 teachers were observed during lessons and also given questionnaires. Data analysis was done using the independent sample t-tests to compare the classroom professional competences and attitudes between SESEMAT-trained and non-SESEMAT-trained teachers. It was concluded that given enough time, teachers would implement SESEMAT competences / skills taught during the INSETS. The study recommended that more teachers should be encouraged to attend the SESEMAT INSETS to be able to understand the competences required during the delivery of lessons. This may help improve on the number of quality passes at Ordinary level in science subjects.
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Ssegantebuka, Julius. "THE RELEVANCE OF THE VISUAL ARTS CURRICULUM IN THE PREPARATION OF PRE-SERVICE VISUAL ARTS TEACHERS IN UGANDA." Problems of Education in the 21st Century 75, no. 4 (August 20, 2017): 394–409. http://dx.doi.org/10.33225/pec/17.75.394.
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The research examined the relevance of the visual arts curriculum content with the view of assessing the extent to which it equips pre-service visual arts teachers with the knowledge and skills required for effective teaching. The study adopted a descriptive case study design. Data were collected from three purposively selected National Teacher Colleges (NTCs), six tutors and 90 final year pre-service visual arts teachers participated in this study. The research findings showed that teacher education institutions are inadequately preparing pre-service visual arts teachers because of the gaps in the Visual Arts Curriculum (VAC) used in NTCs. Some of these gaps are attributed to the structure of the visual arts curriculum tutors use in NTCs. The visual arts curriculum lacks explicit visual arts assessment strategies; it has wide and combined visual arts content to be covered within a short period of two years and the limited knowledge of the available art materials, tools and equipment. The research recommended the restructuring of the VAC to accommodate more practical; and the introduction of specialized knowledge in the visual arts education (VAE) to enable tutors decipher practical knowledge from the theory studied so as to adopt an integrated approach in VAE curriculum. Keywords: case study, pre-service teachers, relevant visual arts curriculum.
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Tumwebaze, Callist. "Secondary School Teacher Motivation, Occupational Attitudes and Job Performance in Uganda in the Context of HIV/AIDS." International Research in Higher Education 5, no. 3 (October 20, 2020): 26. http://dx.doi.org/10.5430/irhe.v5n3p26.
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Secondary school teachers are a key resource for national development in Uganda. The current study explores how teachers’ perceptions of HIV/AIDS impact on their motivation and occupational attitudes and how these in turn affect their job performance. Preliminary data, collected using focus group discussions, were used in the construction of the self-administered questionnaire that was completed by a geographical quota sample of 480 secondary school teachers. Multiple regression and a modified path analysis produced a model that could significantly explain multivariate relationships. It was found out that teacher perceptions of HIV/AIDS affect their work performance both directly and indirectly through their motivation and occupational attitudes. Of the four HIV/AIDS perception dimensions, infrastructural support does not have any direct or indirect effect on any of the four job performance dimensions; occupational benefit has only an indirect effect on all the four job performance dimensions and is the only one out of the four that influences moderating variables of motivation and occupational attitudes; occupational burden only affects (directly) one job performance dimension of curriculum delivery; whereas pastoral care has only a direct effect on three job performance dimensions of open-active, co-curricular, and facilitating learning. As teachers’ perceptions of HIV/AIDS in Uganda influence their work motivation, attitudes and performance, occupational health interventions that promote more positive attitudes to the challenge of HIV/AIDS may have the potential to improve motivation, occupational attitudes and work performance among this crucial cadre.
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Okia, Henry Stanley, Esther Frances Naluwemba, and George Wilson Kasule. "SUPPORT SUPERVISION AND PERFORMANCE OF PRIMARY SCHOOL TEACHERS IN UGANDA." International Journal of Education and Social Science Research 04, no. 03 (2021): 95–114. http://dx.doi.org/10.37500/ijessr.2021.4309.
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Zikanga, Dinensio Kiyundo, Blessing Ijeoma Anumaka, Maurice Bakaluba Tamale:, and Wilson Mugizi. "Remuneration and Job Performance of Teachers in Government Aided Secondary Schools in Western Uganda." Interdisciplinary Journal of Education Research 3, no. 2 (May 4, 2021): 10–22. http://dx.doi.org/10.51986/ijer-2021.vol3.02.02.
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The study investigated the relationship between remuneration and job performance of teachers in government-aided secondary schools in Western Uganda. Remuneration was studied in terms of basic pay, income security schemes, and bonuses and allowances. Teachers’ job performance was considered in terms of classroom teaching, management of students, discipline and regularity and interpersonal relations. The study adopted a cross-sectional research design using the quantitative approach on a sample of 333 teachers. Data were collected using both a questionnaire. Descriptive results revealed that job performance of teachers high and remuneration moderate. Inferential analysis showed that while income security schemes had a positive and significant influence on teachers' job performance, basic pay had a positive but insignificant influence on teachers' job performance, and bonuses and allowances had a negative insignificant influence on teachers' job performance. It was concluded that low remuneration to teachers impedes high job performance, especially when basic pay is low and there is a lack of bonuses and allowances. Existence of income security schemes increases the job performance of teachers. Therefore, it was recommended that stakeholders involved in the management of schools such as Government, headteachers, and Boards of governors, devise means of enhancing the remuneration of teachers. Teachers should be given bonuses for exceeding performance and allowances when they do extra work. The pension plan and social welfare benefits should also be made attractive to increase the job performance of teachers.
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OYO, Benedict, Billy Mathias KALEMA, and John BYABAZAIRE. "Los MOOC para profesores en ejercicio: el caso de Uganda y las lecciones para África." Revista Española de Pedagogía 75, no. 1 (January 1, 2017): 121–41. http://dx.doi.org/10.22550/rep75-1-2017-07.
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Asuman, Baguma, Md Shahadat Hossain Khan, and Che Kum Clement. "Integration of Web-Based Learning into Higher Education Institutions in Uganda." International Journal of Web-Based Learning and Teaching Technologies 13, no. 3 (July 2018): 33–50. http://dx.doi.org/10.4018/ijwltt.2018070103.
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This article reports on the barriers encountered by teachers and the possible solutions to the integration of web-based learning (WBL) into higher educational institutions in Uganda. A total of 50 teachers in the departments of ICT, management, and social sciences from five different universities were purposively selected. A self-designed questionnaire was adapted to collect participants responses. Both quantitative and qualitative methods were used to analyze data. The findings indicate that teachers had a positive attitude to incorporate WBL into teaching and learning process, but they encountered some difficulties which were identified as slow internet speeds, insufficient web-based tools, lack of technical support, etc. It further identified possible enablers to overcome these difficulties and provides empirical evidence of incorporating new knowledge in the existing literature. It also provides recommendations in terms of overcoming difficulties to enhance and incorporate WBL in teaching and learning contexts of higher education in Uganda particularly and developing countries in general
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Okware, Fabiano. "UNIVERSAL PRIMARY EDUCATION: PERSPECTIVES FROM UGANDA." JOURNAL OF SOCIAL SCIENCE RESEARCH 4, no. 2 (June 28, 2014): 495–507. http://dx.doi.org/10.24297/jssr.v4i2.3048.
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The study aimed at assessing the implementation, achievements, experiences and challenges of MDG 2 for UPEProgramme in Uganda. Opinions of key stakeholders were sought. The study revealed some significant successes inensuring access to free and compulsory education and in reducing gender disparities at the primary school level. Thegreatest challenge remains that of more girls than boys not completing the primary cycle. The lessons learnt are: politicalcommitment, government support, quality education to motivate learners to stay at school, motivation of teachers for theirhigh commitment and stakeholder involvement.
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Nimulola, Maimuna Aminah. "Teachers' Perceptions of the Ugandan Secondary School Islamic Religious Education Syllabi." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 1, no. 1 (May 19, 2018): 9–25. http://dx.doi.org/10.53449/ije.v1i1.44.
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This study explored teachers' perceptions of the appropriateness of the Islamic Religious Education (IRE) secondary school syllabi and the challenges therein. A combination of stratified and cluster sampling techniques were used to select 234 IRE teachers from 124 secondary schools in Uganda. A cross-sectional survey design was used and data was collected using closed- and open-ended questionnaire. Data was analysed by descriptive statistics and interpreted using Benjamin Bloom's taxonomy of educational objectives. Findings indicate that: teachers enjoyed teaching low level and practical topics and found difficulties teaching abstract, philosophical and computational-based ones; the affective components of the IRE syllabi were not being appropriately addressed; teachers' limited competency in Arabic Language was an obstacle in handling of technical topics; and that the IRE syllabi were quite broad compared to the time allocated to their implementation. The implications to teacher educators is that more skills in Arabic Language and practice in handling particular topics should be given to pre- and in-service teachers. The IRE syllabi should be revised to accommodate contemporary issues.
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Chaudhury, Nazmul, Jeffrey Hammer, Michael Kremer, Karthik Muralidharan, and F. Halsey Rogers. "Missing in Action: Teacher and Health Worker Absence in Developing Countries." Journal of Economic Perspectives 20, no. 1 (February 1, 2006): 91–116. http://dx.doi.org/10.1257/089533006776526058.
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In this paper, we report results from surveys in which enumerators made unannounced visits to primary schools and health clinics in Bangladesh, Ecuador, India, Indonesia, Peru and Uganda and recorded whether they found teachers and health workers in the facilities. Averaging across the countries, about 19 percent of teachers and 35 percent of health workers were absent. The survey focused on whether providers were present in their facilities, but since many providers who were at their facilities were not working, even these figures may present too favorable a picture. For example, in India, one-quarter of government primary school teachers were absent from school, but only about one-half of the teachers were actually teaching when enumerators arrived at the schools. We will provide background on education and health care systems in developing; analyze the high absence rates across sectors and countries; investigate the correlates, efficiency, and political economy of teacher and health worker absence; and consider implications for policy.
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Mugimu, Christopher B. "Developing and Using Open Education Resources to Support Teacher Education in Africa." Excellence in Higher Education 1, no. 1&2 (December 31, 2010): 31–45. http://dx.doi.org/10.5195/ehe.2010.14.
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This article presents findings of action research during the creation and dissemination process of open education resources (OERs) to support pre-service and in-service teachers in Uganda and other African countries. It highlights the perceptions of teachers and the authoring team of the impact of their involvement in materials creation and dissemination on their practice and professional growth. It also presents lessons learned during the development and implementation process and the best practices for replicating this outreach program in Uganda and beyond. This article also shares insights into how the OERs can boost or contribute to effective teaching and learning especially in under-resourced school situations in Africa, and also shares experiences on best practices on creating the authoring team of OERs.
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McKagan, Sam. "Laptops and Diesel Generators: Introducing PhET Simulations to Teachers in Uganda." Physics Teacher 48, no. 1 (January 2010): 63–66. http://dx.doi.org/10.1119/1.3274368.
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Odubi Passi, Fabius. "Planning for the supply and demand of qualified teachers in Uganda." International Review of Education 36, no. 4 (December 1990): 441–52. http://dx.doi.org/10.1007/bf01874752.
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Wamimbi, Fred, and Muhammadi Bisaso. "Performance Appraisal Practices and Teachers' Job Performance in Private Universal Secondary Schools in Manafwa District, Uganda." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 4, no. 1 (May 31, 2021): 46–63. http://dx.doi.org/10.53449/ije.v4i1.146.
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The study examined the effect of performance appraisal practices on teachers’ job performance, and sought to investigate the effect of 1) target setting 2) performance monitoring and 3) employee feedback on teachers’ job performance. A cross-sectional survey design with a mixed-method approach was adopted. The target population of the study was composed of 211 respondents spread across four private universal secondary schools; 207 teachers and four head teachers; and a sample size of 189 respondents with 185 teachers and four head teachers selected using a simple random sampling approach coupled with a fish-bowl technique, while census inquiry was adopted to select head teachers. A self-designed closed-ended questionnaire was administered to collect data from teachers while an interview guide was adopted to collect data from head teachers. The CVI obtained for the instrument was .90 and a reliability index of 931 Cronbach alpha co-efficient. Data was analyzed using frequencies, percentages, and simple regression. Findings indicate that target setting (β = 0.375, p< 0.05), performance monitoring (β = 0.435, p< 0.05) and employee feedback (β = 0.375, p< 0.05) had very strong significant effect on teachers’ job performance. The study concludes that performance appraisal practices can significantly aid teachers’ job performance in private USE schools if well handled in terms of comprehensiveness, clarity and timeliness. It recommends that target setting should involve teachers and their individual differences be reflected; academic meetings should be held monthly and performance support should be extended to teachers; whilst feedback given to teachers ought to be timely, comprehensive and interactive.
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Issa, Wambede, and Ssali Muhammadi Bisaso. "Remuneration and Staff Retention in Private Secondary Schools in Mbale Municipality, Uganda." INTERDISCIPLINARY JOURNAL OF EDUCATION (IJE) 3, no. 1 (May 31, 2020): 78–93. http://dx.doi.org/10.53449/ije.v3i1.158.
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The study examined the relationship between remuneration and staff retention. Specifically, it sought to examine the relationship between monthly salary, allowances and staff fringe benefits and staff retention in private secondary schools in Mbale Municipality. A cross-sectional survey design was adopted with both quantitative and qualitative approaches. A target population of 400 and a sample size of 216 with 190 teachers, 13 head teachers and 13 school proprietors selected through stratified proportionate random sampling (teachers) and census inquiry (head teachers and school proprietors) techniques were used. Data was collected through a closed-ended questionnaire and interview guide and analysed using descriptive statistics in terms of frequencies and percentages and Pearson product-moment correlation analysis. Qualitative data was analysed through thematic and content analysis. The study revealed a strong positive significant relationship between monthly salary and staff retention (r = .540, n = 190, p < 0.05), allowances and staff retention (r = .579, n=190, p < 0.05) and staff fringe benefits and staff retention (r =.540, n=190, p < 0.05). All the three null hypotheses were rejected. It is being concluded that a strong perception of remuneration is directly related to staff retention as staff believe in being remunerated to work and after work. The study recommends that teachers’ salaries be paid timely, school authorities should develop a sound policy mechanism on allowances and they should cater for medical bills, and advocate for NSSF benefits and accommodation to improve on retention of their staff.
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Josephine, Bweyale, and Tugume Lubowa Hassan. "Teaching Religion OR about Religion: The Paradox of Religious Education in Secondary Schools in Uganda." East African Journal of Traditions, Culture and Religion 3, no. 2 (August 3, 2021): 30–42. http://dx.doi.org/10.37284/eajtcr.3.2.374.
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The article reviews the teaching of Religious Education in schools in Uganda. Uganda is a religiously pluralistic country with Christianity and Islam the most popular. Ugandans are theists, their worldview is religious and they are passionate about their faiths. Therefore, Religious Education is a fundamental subject since the early years of education as it marked the beginning of formal education in Uganda. However, whilst Uganda has a diversity of religions such as Christianity with its different sects, Islam and its sects, Hinduism, Buddhism, and Sikhism, the education system considers only Islam and Christianity. Therefore, the article discusses whether the teaching of Religious Education where only Christianity and Islam are considered is justified to be referred to as Religious Education. The article concludes that there is a mismatch between the NCDC (2008) stated goals, objectives and content of Religious Education. The objectives and goals portray a false image that RE is intended to expose learners and to achieve educational purposes. Yet, the content, approaches and teaching methods are quite contradictory. The implementation of RE in Uganda is purely confessional; it does not aim at educational goals but at deepening learners' faith distinctively. Instead of teaching about religion, learners are taught religion. The article is based on documentary analysis of the Religious Education curriculum, syllabi and teachers' and learners' handbook documents. In addition, the article analysed literature about the teaching of Religious Education including the aims and goals of Religious Education, the pedagogical approaches, methods and techniques in Religious Education in modern pluralistic communities. In identifying the appropriate literature, suitable databases were identified and used Boolean operators and proper search terms, phrases and conjunctions were used. To further ensure the credibility of the reviewed publications for analysis, only peer-reviewed journal articles with ISBN numbers and Digital Object Identifiers (DOI) were used
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Kambasu, Obed. "Rationalising industrial action: how Ugandan public school teachers and public university lecturers explain their engagement in industrial action." Employee Relations: The International Journal 43, no. 5 (February 23, 2021): 1163–77. http://dx.doi.org/10.1108/er-05-2020-0246.
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PurposeThe purpose of this paper is to shed light on the rising waves of workplace militancy in the public sector and to provide insights into the perceptions that frame justification for industrial action among Ugandan public sector employees.Design/methodology/approachIn-depth interviews and documentary analysis, analysed qualitatively, as well as a review of theoretical and empirical literature.FindingsPublic school teachers and public university lecturers in Uganda who frequently engage in industrial action mainly rationalise their engagement by the absence, or the ineffectiveness of alternative conflict resolution mechanisms. The findings also show that industrial action, even in resource-constrained settings like Uganda, is stimulated more by the desire to achieve equity rather than by the basic desire to improve working conditions. It is also notable that new, often unstructured, forms of workplace militancy continue to emerge in the public sector, and waves of industrial action are shifting from the industrial to the public sector.Practical implicationsWhereas industrial action is a protected labour right, the findings of this research strongly suggest that public employees do not necessarily enjoy their right to engage, but only reluctantly take industrial action as a “last resort”. The findings will, therefore, help public managers and policymakers to appreciate their responsibility in reducing the compulsion for industrial action among public employees.Originality/valueThis paper provides a general explanation for industrial action from the perspective of the people involved, rather than explaining the causality of specific strike actions. At a time when industrial action is generally declining in the developed industrialised states, this paper sheds light on the rise in collective action in developing countries and especially in the public sector.
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Bagaya, Jerry, Betty Akullu Ezati, Wycliffe Scot Wafula, and Palle Damkjær Rasmussen. "School Inspection Practices - Evidence from Secondary Schools in Western Uganda." Journal of Education and Training 7, no. 1 (February 22, 2020): 56. http://dx.doi.org/10.5296/jet.v7i1.16181.
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The study examined inspection practices in secondary schools in Western Uganda. Towards achieving this objective, a Concurrent Triangulation Mixed Methods Design, involving questionnaire survey and interview, with a total of 399 participants in the categories of teachers, head teachers, school inspectors from 36 secondary schools in four districts of Western Uganda, was adopted. Quantitative data to test the resultant hypothesis were analysed using Chi Square Goodness of Fit Test while qualitative data were analysed using Qualitative Content Analysis. The study revealed that inspection practices in secondary schools were perceived as largely ineffective. The study concluded that despite the value attached to school inspection in the theoretical, political, and institutional and policy debates, inspectors continue to think and act according to the traditional notions of school inspection as evidenced by practices hinged on control. The major implication of the study is that understanding the practices before, during and after school inspection will allow policy makers, inspectors, teachers and headteachers to design better practices and benefit from them. The study also proposes a theoretical model for effective school inspection that requires further research and measurement to determine its validity so that lessons can be learnt that can assist inspectors in the future.
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Kuteesa, Disan. "Epistemological Base of African Traditional Herbal Medicine Among Primary School Teachers in Uganda." East African Journal of Traditions, Culture and Religion 3, no. 2 (August 5, 2021): 43–51. http://dx.doi.org/10.37284/eajtcr.3.2.376.
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There is a noticeable usage of African Traditional herbal medicine in the treatment of physical and metaphysical diseases. This is largely due to the perceived high costs of orthodox medicine and the feeling that traditional herbs are more dependable. This research established the epistemological underpinnings of African traditional herbal medicine among primary school teachers in the Central Region of Uganda. The researcher used interviews, document analysis and focus group discussions to collect data from different schools. A total of eighteen (18) teachers were sampled, teachers claimed that African traditional herbal medicine is based on testimonial seeming, perceptual seeming, and memorial seeming. The study, therefore, found that the epistemological theory which can appropriately explain the basis of African Traditional herbal medicine in schools is the Bucket Theory of mind as advocated for by Karl Popper. The study recommends Poppers’ falsification theory in the operations of primary school teachers as a measure to do away with falsity content in the usage of traditional herbal medicine in schools
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Fontana, Mónica, Martin Ariapa, and Gillian Atuheire. "Can the quality of a school be greater than the quality of its teachers? A case of early grade reading skills in Ugandan refugee context." Bordón. Revista de Pedagogía 72, no. 4 (December 23, 2020): 43–59. http://dx.doi.org/10.13042/bordon.2020.83295.
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INTRODUCTION. As highlighted in the 2018 Uganda Education Response Plan, reading levels in refugee host communities are way below the national average. Since the 2018 National Assessment of Progress in Education report highlighted some challenging areas to the in-service teachers, a possible explanation for the persistent poor performance of learners in reading may reside with the finding that many educators themselves lack an understanding of the linguistic construct. Therefore, an informed training for teachers in primary schools was implemented to help them foster learners’ reading skills. The purpose of this paper is consequently to analyse whether learners whose teachers participated in the evidence-based intervention have better reading skills than those whose teachers did not participate in the intervention. METHOD. To achieve this, a quasi-experimental pre-program/post-program design, involving 2 schools, 24 teachers (12 per school), and 297 learners (157 from treatment and 140 from control) from Palabek (Uganda) refugee settlement was adopted. FINDINGS. The findings show that the reading skills of learners whose teachers participated in the intervention significantly improved as compared to their counterparts. Particularly, learners’ reading skills significantly improved in the areas of letter sound knowledge, segmenting knowledge, and nonword decoding, and slightly in oral passage reading and comprehension, and English vocabulary. DISCUSSION. This study therefore supported the hypothesis linked to the Peter Effect - one cannot be expected to give what they do not possess and raised a need for the Ministry of Education and Sports to mandate sufficient and informed training of teachers.
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Ploutz, Michelle, Twalib Aliku, Tyler Bradley-Hewitt, Andrea Dantin, Bethan Lemley, Catherine W. Gillespie, Peter Lwabi, Craig Sable, and Andrea Beaton. "Child and teacher acceptability of school-based echocardiographic screening for rheumatic heart disease in Uganda." Cardiology in the Young 27, no. 1 (March 17, 2016): 82–89. http://dx.doi.org/10.1017/s1047951116000159.
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AbstractIntroductionRheumatic heart disease causes substantial morbidity in children in low-income countries. School-based echocardiographic screening has been suggested as a means to identify children with latent disease; however, little is known about the experience of children and teachers participating in screenings. The aim of our study was to assess students’ and teachers’ experience of school-based echocardiographic screening and identify areas for improvement.Materials and methodsA school-based echocardiographic screening programme was conducted in five schools in Northern Uganda in 2013. After 8 months, an age- and gender-stratified population that included 5% of the participating students and teachers completed a questionnaire via an in-person interview. Responses were reviewed by question and coded to identify key themes.ResultsA total of 255 students (mean 10.7 years; 48% male) and 35 teachers participated in our study. In total, 95% of the students and 100% of the teachers were happy to have participated in the screening; however, students reported feeling scared (35%) and nervous (48%) during the screening process. Programmatic strengths included the following: knowing one’s health status, opportunity to receive treatment, and staff interactions. Although 43% of the patients did not suggest a change with open-ended questioning, concerns regarding privacy, fear of the screening process, and a desire to include others in the community were noted.DiscussionSchool-based echocardiographic rheumatic heart disease screening was well received by students and teachers. Future programmes would likely benefit from improved pre-screening education regarding the screening process and diagnosis of rheumatic heart disease. Furthermore, education of teachers and students could improve screening perception and establish realistic expectations regarding the scope of screening.
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Achana, Morris, Dr Jacinta M. Adhiambo, and Dr Florentina Ndeke. "CONTRIBUTION OF IN-SERVICE TRAINING PROGRAMMES TO TEACHERS' PERFORMANCE IN A PRIVATE SECONDARY SCHOOL IN KYENJOJO DISTRICT, WESTERN UGANDA." Journal of Education and Practice 3, no. 1 (August 9, 2019): 36. http://dx.doi.org/10.47941/jep.313.
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Purpose: In-service training programmes in educational planning and administration are indispensable for enhancing teachers’ performance. In Uganda, the schools’ administrators and educational policy makers consider investing in in-service training of teachers. The study was purposed to develop workable recommendations, to address the continued poor performance of students in private secondary schools in Kyenjojo District in Western Uganda. The study was guided by four research objective; to find out the types of in-service training programmes provided at St. Joseph’s Hill Secondary School in Kyenjojo district; to determine the contributions of in-service training programmes to teachers’ performance at St. Joseph’s Hill Secondary School in Kyenjojo District; to gauge on how effective the in-service training programmes are promoting effective supervision of students by teachers at St. Joseph’s Hill Secondary School in Kyenjojo District and to find out how teachers’ service delivery affect students’ performance at St. Joseph’s Hill Secondary school in Kyenjojo District. Expectancy theory guided the study.Methodology: The study employed qualitative research method and it was guided by a case study design. The study employed a non-probability sampling procedure. A total of 8 administrators, 26 teachers, 30 students, 1 District Education Officer and 1 District Inspector of Schools were selected. In data collection, the study used Interview guide and Focused Group Discussions for the selected sample. Face to face Interviews were conducted. The data collected was analyzed qualitatively.Results: The findings revealed that in-service training programmes for teachers exist though not consistent but once or twice in a year. The in-service training programmes have contributed to the improvement of teachers’ welfare in regards to acquisition of skills that helped the teachers in teaching. There are different types of in-service programmes offered to teachers. These programmes have contributed to teachers’ performance in the areas of providing exposure to teachers, lesson planning, handling learners, building relations with learners, marking and setting of exams, improvement in time and classroom management, plus inspiring learners to achieve their academic potential and many others.Recommendations: Based on the research findings, the researcher recommends that in-service training providers and school administration put extra efforts on teachers’ supervision.
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Ssegantebuka, Julius, Patrick Sserunjogi, Ritah Edopu, Timothy Tebenkana, and John Bosco Kanuge. "IN-SERVICE TEACHERS' PERCEPTIONS OF THE EFFECTIVENESS OF THEIR PRE-SERVICE ART EDUCATION PROGRAM IN UGANDA." Problems of Education in the 21st Century 79, no. 1 (February 10, 2021): 118–32. http://dx.doi.org/10.33225/pec/21.79.118.
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This research aimed to determine IVATs’ perceptions of the effectiveness of their pre-service visual arts program in equipping them with the professional skills needed in VA teaching. Prompted by the persistent complaints about the teachers’ lack of competencies that they should have acquired during their pre-service art teacher preparation, it specifically examined the VAC focusing on content, teaching methods, resources and assessment in VA and their relationship to the content gap IVATs are observing in VA teaching at the secondary school level. A qualitative approach was used to solicit participants’ views about the effectiveness of their pre-service teacher education. The research was supported by the constructivist and interpretive philosophies which offer IVATs as well as tutors with the opportunity to construct their knowledge through social interaction, communication, and inquiry learning. The research was carried out at Makerere University-School of Education, which was conveniently selected because all the IVATs who participated in this research were students in this University. The researchers used a probabilistic sampling technique which uses a simple random sampling. A lottery method was used to select the desired number of 30 out of the 42 IVATs in total. Semi-structured interviews were used to collect data from 5 focus groups of second and third year IVATs. Findings revealed that there was inadequate content coverage, less use of active teaching methods, and concentration on summative assessment. The researchers recommended that the M.o.E.S together with NTCs restructure the VAC to allow adequate content coverage, use of active teaching methods and use of formative assessment for they equip the learners with knowledge and skills required in VA teaching. Keywords: in-service visual arts teachers, constructivism, qualitative research, visual arts education
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Gusango, Emmanuel, John Maani, and John Ssetumba. "The use of Constructivists’ Approach in Teacher Preparation; A case of Primary Teachers Colleges of South Eastern Uganda." American Journal of Education and Practice 5, no. 1 (May 3, 2021): 53–84. http://dx.doi.org/10.47672/ajep.705.
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Purpose: The purpose of this study was to explore the implementation of constructivists’ principles in teacher preparation in colleges and to establish whether the constructivist approaches were being used to teach students.
Methodology: This phenomenological study explored the lived experiences of tutors and students in light of constructivists informed teaching. It involved 3 PTCs and 15 participants who were purposively sampled. The methodology for this study was qualitative with a phenomenological research design where data was gathered using in-depth multiple interviews and observation. The data collection and analysis followed Moustakas (1994) procedure.
Findings: Data analysis and results revealed that tutor‘s continue to rely on traditional approaches in both instruction and supervision of school practice.
Unique Contribution to Theory, Practice and Policy: This research study adds to the body of knowledge about ways in which constructivists’ informed teaching supports teaching effectiveness and promotes students’ learning amplifying the need for reflective practice in instruction. The study recommends establishing and setting up Reflective Practice Laboratories in PTCs for tutors and students induction on several constructivists’ practices that include reflection, clinical supervision, use and integration of ICT and other interventions in a proper and professional setting.
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Lukas, Kristen E., Austin Leeds, Michelle A. Slavin, John Tinka, and Corinne J. Kendall. "Impact of teacher training in conservation education on student learning in primary schools adjacent to Kibale National Park, Uganda." Oryx 53, no. 3 (November 27, 2017): 497–504. http://dx.doi.org/10.1017/s0030605317000965.
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AbstractConservation education requires a multidisciplinary approach that ideally incorporates iterative monitoring to inform decision making and facilitate achievement of conservation goals. Despite their value and importance, evaluations of conservation education programmes are often challenging to conduct, and are published infrequently. In this study the impact of teacher training on student learning of environmental conservation concepts was assessed in students at 10 schools within 5 km of Kibale National Park, Uganda. Student surveys were administered at the beginning and end of each of 3 school years, throughout which teachers engaged in conservation education training. Results suggest students’ conservation knowledge (e.g. knowing which species live in Kibale National Park, and how students themselves could help conserve wildlife) increased throughout each school year, but there were mixed results regarding the extent to which students showed improved understanding of the environmental problems threatening wildlife, and the reasons underlying the importance of conserving the Park. Understanding student knowledge gains and attitude shifts associated with teacher training in conservation education is important for knowing whether focusing on teachers contributes to intended impacts on student learning. Additional research on outcomes associated with long-term conservation education programmes will be useful for continuing to identify best practices in wildlife conservation.
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Sebbowa, Dorothy, and William Majani. "Dialogues over decolonisation in East Africa: A case study of history education in Uganda." Historical Encounters: A journal of historical consciousness, historical cultures, and history education 8, no. 2 (May 6, 2021): 34–53. http://dx.doi.org/10.52289/hej8.202.
Full textAbstract:
This paper investigates History education in Uganda by interrogating data emerging from interviews with secondary History teachers. Two strands of literature are brought to the data analysis: one strand relates to how decolonisation has been conceptualised in interpretations of History education in Uganda; a second strand relates to what the most appropriate pedagogies might be to underpin History teaching and learning in this postcolonial setting. The pedagogical text is informed by the work of Bruner, Vygotsky and Hedegaard. This work feeds into reflections on how mutuality (Boyanton, 2015) and opportunities for dialogue, ownership and internalisation might be established and developed. We explore how psychological, social, emotional and cultural aspects of learning play a part in establishing a link between identity, relevance and significance which takes into account how teachers and learners give and receive value through a search for authenticity. The research findings confirm the need for students to be able to see themselves in the narrative, but they also include recognition of a broader imperative to understand the personal and local within wider regional and global contexts.