School of Education (SEd.) Collections

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    The role of teachers’ perceptions of their profession on their performance in government-aided secondary schools in Nansana Municipality, Wakiso District, Uganda
    (Makerere University, 2025) Nafula, Sharon.
    This study investigated the role of teachers’ perceptions of their profession on their performance in government-aided secondary schools in Nansana Municipality, Wakiso District, Uganda. The study was guided by three objectives: (1) to explore how teachers perceive the teaching profession; (2) to examine the influence of these perceptions on their lesson planning; and (3) to examine their influence on lesson implementation. A convergent parallel mixed-methods design was employed. The study involved a target population of 88 respondents, including teachers, deputy head teachers, head teachers, a school inspector, and a key informant. Quantitative data were analyzed using descriptive statistics (frequencies, percentages) and inferential statistics (correlation analysis), while qualitative data were analysed thematically. Findings revealed that teachers generally hold positive perceptions of their profession: 93.8% reported making a positive impact on students’ lives, 88.8% felt a sense of purpose, and 77.7% expressed passion for their roles. However, a significant negative perception was noted regarding remuneration, with only 29.6% agreeing that their salary reflects their effort. Correlation analysis indicated a weak but significant positive relationship between teachers' perceptions of their profession and their lesson planning and a moderate and highly significant positive relationship between teachers’ perceptions of their profession and lesson implementation. The study concluded that while teachers' perceptions are generally positive, these perceptions have a weak but significant positive influence on their lesson planning and a moderate but highly significant positive influence on lesson implementation. Based on these findings, the researcher recommends that: (a) the Ministry of Education and Sports should implement regular, practical professional development programs focused on efficient lesson planning and workload management to improve on the lesson plans made by the teachers; (b) school administrators should organise workshops on self-efficacy and innovative teaching that enhances the positive perceptions of the teaching profession and improve lesson implementation; and (c) the government review and harmonise teachers’ salaries between the arts and science teachers to ensure equitable remuneration, and enhance their perceptions of the profession. Suggested areas for further research include: (a) assessing the contribution of the teachers’ salary scale on the teacher performance in public secondary schools in Uganda.; (b) investigating teachers’ perceptions of the competency-based curriculum and its effect on their performance in government-aided secondary schools in Uganda, and (c) exploring the role of teachers’ perceptions of different teaching methods on their lesson implementation in Uganda.
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    The influence of Information and Communication Technology (ICT) on efficiency of secondary school teachers in Kampala District
    (Makerere University, 2011) Niwagaba, Burnet.
    This study evaluated the influence of Information and Communication Technology (ICT) on efficiency of secondary school teachers in Kampala District. The purpose of this study was to ascertain the influence of accessibility, availability and user-ability of ICT facilities on the efficiency of secondary school teachers in Kampala District with a view of getting ways of raising the efficiency and effectiveness of the teachers in Kampala. The study was guided by three research questions. These sought to find out the different information and communication technology facilities used in different schools, how teachers were using these ICT facilities in teaching and the protocol teachers go through to access the ICT materials and tools. In this study it was hypothesized that availability, accessibility and userability of ICTs has a positive effect on teacher’s lesson preparation, content delivery and student assessment. Data was collected from a sample of 160 teachers using questionnaires and interviews in which opinions of school administrators and teachers were sought. Inferential statistics were computed using Pearson’s correlation co-efficient to show the relationship between availability, accessibility and user-ability of ICT and teacher efficiency. The study found out that effective use of ICT enhances efficiency and effectiveness of teachers. It was also found out that the use of internet and other ICT based educational resources enriches teaching materials. The study thus concluded that effective use of ICT coupled with continuous refresher courses for teachers would improve content delivery, fasten syllabi coverage as well as easing student assessment which would lead to greater academic achievement. It was also concluded that access to ICT resources have enabled teachers to use them in improving their efficiency in terms of computation of student mark, grades and computerization of student progressive reports. It was recommended that teachers in the training institutions be imbued with the skills and abilities of ICT literacy and sensibilities so that the knowledge and attitude acquired will cascade onto the learners that they come in contact with in the classrooms when they begin to practice.
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    Parental engagement in children's social behaviour development in selected pre-primary schools inNakawa division, Kampala district
    (Makerere University, 2026-03-30) Kobulungi, Kulthum
    The study examined the parental engagement practices; children’s social behaviorof respectfulness, time management and dress code; and the relationships between parental engagement practices and children’s social behaviors. The study was important because it is now common to find children in primary schools who display poor social behaviors. A qualitative study was conducted through an in-depth case study of two schools in Nakawa Division Kampala District and employed observation of children’s social behaviors and in-depth interview of teachers, school administrators and parents. The study analyzed data findings using a thematic approach where data was put into themes, coded and categorized. Study findings showed that children of engaged parents copied and emulated their parent’s social behaviors of respectfulness, time management and dress code, thus leaving an impact on the children up to adult life. Findings also indicated that those parents who were none engaged had children with poor social behaviors The study found out that children of engaged parents expressed pro-social behaviors like coming to school on time, finishing the work on time, being respectful of adults, teachers and peers, being adept at time keeping and dressed well, while children of non-engaged parents are most likely to have poor social behaviors of respectfulness, time management and dress code. Therefore, parental engagement in children’s lives is a precursor for children’s pro-social behaviors and must be promoted throughout the national educational ladder.
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    Parental engagement in children's social behavior development in selected pre-primary schools in Nakawa Division, Kampala District.
    (Makerere University, 2026-03-30) Kobulungi, Kulthum
    The study examined the parental engagement practices; children’s social behavior of respectfulness, time management and dress code; and the relationships between parental engagement practices and children’s social behaviors. The study was important because it is now common to find children in primary schools who display poor social behaviors. A qualitative study was conducted through an in-depth case study of two schools in Nakawa Division Kampala District and employed observation of children’s social behaviors and in-depth interview of teachers, school administrators and parents. The study analyzed data findings using a thematic approach where data was put into themes, coded and categorized. Study findings showed that children of engaged parents copied and emulated their parent’s social behaviors of respectfulness, time management and dress code, thus leaving an impact on the children up to adult life. Findings also indicated that those parents who were none engaged had children with poor social behaviors. The study found out that children of engaged parents expressed pro-social behaviors like coming to school on time, finishing the work on time, being respectful of adults, teachers and peers, being adept at time keeping and dressed well, while children of non-engaged parents are most likely to have poor social behaviors of respectfulness, time management and dress code. Therefore parental engagement in children’s lives is a precursor for children’s pro-social behaviors and must be promoted throughout the national educational ladder.
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    Influence of perceived parent involvement on girls’ attitudes towards chemistry learning at o’ level in selected ‘use’ schools in Kampala City
    (Makerere University, 2025) Wataka, Jacqueline
    This study determined the influence of perceived parent involvement on girls' attitudes towards chemistry at O’ level in selected ‘USE’ Schools in Kampala City. The study was guided by Epstein’s theory of Parent Involvement and considered three key dimensions of the theory that were important in the study which included; career guidance, provision of scholastic materials, and monitoring of students' learning that were believed influence girls’ attitudes towards chemistry learning. The study was guided by three objectives that is to; 1. find out the influence of perceived parent involvement through career guidance on girls’ attitudes towards Chemistry learning, 2. determine the influence of perceived parent involvement through provision of scholastic materials on girls’ attitude towards chemistry learning and lastly 3. find the influence of perceived parent involvement through monitoring of students learning on girls’ attitudes towards chemistry learning. A descriptive cross-sectional survey design was adopted for this study. The study employed a quantitative approach. Data was collected using a self-administered questionnaire from a total of 500 girls in five different ‘USE’ schools across Kampala. The questionnaire assessed the girls' attitudes towards chemistry and their perceived parental involvement in various aspects of their academic lives. The data was analyzed using descriptive statistics and Pearson Correlation. The findings revealed that parent involvement through career guidance was statistically significant in influencing girls’ attitudes towards chemistry with p. value of 0.008<0.05 and r = 0.378. It was further found that parent involvement through provision of scholastic materials was statistically significant in influencing girls’ attitude towards chemistry with a p. value of 0.000<0.05 and r = 0.873. There was also a significant relationship between parent involvement through monitoring of girls learning and girl’s attitudes towards chemistry learning with a p. value of 0.001<0.05 and r = 0.663. The study concluded that active parent involvement is crucial for improving girls' attitudes towards chemistry, ultimately contributing to their academic success. It is recommended that schools should develop programs to educate parents about their role in promoting positive attitudes towards science, emphasize the importance of open communication about career options, and ensure provision of necessary scholastic materials.