Browsing by Author "Atibuni, Dennis Zami"

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    Correlates of the Knowledge of Emotional and Behavioral Disturbances among Teachers in Crowded Post-Covid-19 Lockdown Classrooms in Kasese District, Uganda
    (East African Journal of Interdisciplinary Studies, 2025) Biirah, Judith; Kasamba, Julie; Nkambwe, Nakasiita Kirabo; Akwang, Robert John; Atibuni, Dennis Zami
    This study assessed secondary school teachers’ overall knowledge of emotional and behavioural disturbances (EBDs) among the growing number of students with EBDs in post-COVID-19 lockdown government-aided schools in Western Uganda. The study was quantitative, employing a correlational cross-sectional survey research design. A sample of 330 full-time teachers was drawn from three public secondary schools through stratified and simple random sampling. Data were collected using the Knowledge of Emotional and Behavioral Disturbances Questionnaire (KEBDQ) to establish relationships between variables. Pearson correlation coefficient and a stepwise linear regression were used to analyse data. Findings revealed that teachers’ overall knowledge of EBDs was very low implying that they were not aware of the characteristics of these learners and thus managing them in their crowded classrooms may be a disaster. A stepwise linear regression revealed that undergraduate courses and crowded classrooms significantly predicted teachers’ overall knowledge of EBDs in crowded classrooms after the COVID-19 lockdown. In conclusion, based on the findings, higher teacher education institutions should make undergraduate courses related to EBDs compulsory during professional training, and the Ministry of Education and Sports should reduce overcrowded classrooms for effective classroom management
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    Environmental Literacy and Practice of Environmental Sustainability among Secondary School Students in Busia District, Eastern Uganda
    (East African Journal of Education Studies, 2022) Wandera, Eustance; Andama, Edward; Atibuni, Dennis Zami; Suubi, Ujeyo Margaret Stella
    Environmental education is vital to promote knowledge, skills, attitudes, and practices to solve environmental problems, in the long run building a sustainable environment for current and future generations. This study aimed at determining the influence of Environmental Literacy (EL) on the practice of Environmental Sustainability (ES) among secondary school students in Busia District in Eastern Uganda. Using parallel convergent mixed methods and cross-sectional survey designs, 466 participants including 409 randomly selected students in 12 secondary schools filled the Environmental Literacy Survey (ELS) tool and questionnaire on the practice of ES. Forty-eight students from 6 randomly selected schools in 6 groups participated in focus group discussion (FGD), and 9 teachers of Geography, Agriculture, and Biology from 3 schools participated in an FGD. The results indicate that the students had a functional level of EL (M = 115.72, SD = 18.27), and a moderate level of practice of ES (M = 38.83, SD = 8.39). There was a significant relationship between EL and ES (r = .446, p < .01) which suggested that the secondary school curriculum yielded a functional EL. The level of EL was higher than the level of practice of ES. We recommend that the teaching profession should address the gap in attitude and practice by balancing the learning experiences in the school curriculum on the environmental knowledge, attitudes towards the environment as well as behaviour and practice of environmental sustainability.
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    Imperatives of Doctoral Degree Pursuit in Educational Leadership and Management
    (East African Journal of Arts and Social Sciences, 2025) Atyayi, Noeline Prossy; Ujeyo, Margaret Stella Suubi; Atibuni, Dennis Zami
    This article examines the significance of pursuing a PhD in Educational Leadership and Management (ELM), emphasizing its role in developing research skills, critical analysis, and leadership capacity in education. Despite the rising demand for doctoral graduates in academia and policymaking, completion rates remain low, particularly in Africa. Existing literature predominantly focuses on Western doctoral models, leaving gaps in understanding challenges faced by PhD candidates in low-resource settings. Research on the doctorateness in ELM, supervision effectiveness, and the psychological and social dimensions of doctoral study remains underdeveloped. To address these gaps, this study employed a narrative literature synthesis of findings from peer-reviewed journals, books, institutional reports, and conference proceedings accessed through Google Scholar and institutional databases. The inclusion criteria included sourcing mainly peer-reviewed literature, institutional reports, and academic books published in English within the last 10–15 years; while non-academic sources, inaccessible full-text articles, and outdated literature were excluded. Using thematic analysis, key challenges such as doctoral supervision models, institutional barriers, financial constraints, and doctoral identity formation were identified. Constructivist Learning Theory was used to explain how doctoral students construct knowledge through self-directed learning, collaboration, and mentorship. Self-determination theory was also used to highlight the functions of intrinsic motivation and autonomy in persistence. It can be concluded that poor supervision, financial burdens, bureaucratic efficiencies, and weak research networks hinder the academic progress of doctoral students. We recommend structured mentorship programs, financial support, supervisor training, and flexible supervision models to address the challenges. Future research should consider comparative studies across regions to inform global doctoral education frameworks.
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    Locus of control as a predictor of academic attitudes among secondary school science teacher trainees at a public university in Uganda
    (International Journal of Educational Policy Research and Review, 2017) Atibuni, Dennis Zami; Ssenyonga, Joseph; Kani Olema, David; Kemeza, Imelda
    A host of factors often determines academic attitudes among learners. This quantitative study using cross-sectional survey design was conducted to establish the prediction effect of locus of control on academic attitudes among secondary school science teacher trainees at a public university in Uganda. Data were collected from a census of 203 students using structured questionnaires comprising a biodata section, Locus of Control Scale and Academic Attitudes Scale. Analysis was done using SPSS, and information was presented in tables and later described. Results showed that the trainees used mainly external locus of control and had generally moderately negative academic attitudes. Locus of control significantly predicted academic attitudes (t = -2.595, p = .010). Further analysis revealed that there was a statistically significant difference in academic attitudes between students originating from rural areas and those from urban areas. It was concluded that the use of external locus of control shifted responsibility of academic issues from the students to other external causes which likely resulted in counterproductive view the science and hence negative academic attitudes among the students.It is recommended that trainees need to be educated before and during pre-service training to appreciate teaching as a noble profession, and that trainees with the right disposition should be selected at entry to preservice training so as to foster the needed changes in science and technology education for national socioeconomic transformation.
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    Security and Fragility of Tenure of Public Servants within the Legal Framework in Uganda
    (East African Nature and Science Organization, 2022-06-27) Kimuraheebwe, John Mary Vianney; Atibuni, Dennis Zami; Manyiraho, Deborah
    This conceptual paper examines the security and fragility of tenure of public servants in Uganda within the established legal and policy frameworks. The conceptualisation involved a systematic literature review of the 1995 Constitution of the Republic of Uganda, as amended, together with a host of other principal and subsidiary legislation that provides for the security of tenure of public servants in Uganda. Other primary sources such as court cases and secondary sources such as policy documents, relevant articles, and reviews were also reviewed. The paper reveals that despite its strength due to its robustness, the labour law of Uganda has gaps which, in addition to the manner of its coordination and implementation, potentially and actually generates both positive and negative expectations and outcomes for the public officers in relation to their security of tenure at the workplace. In this paper, we argue that a fair implementation of the law guarantees tenure security while unfair implementation of it predisposes the public officers to a fragile and insecure tenure. We also suggest strategies that can be employed to avert tenure fragility and enhance tenure security to foster the socioeconomic transformation of the civil servants and the country as a whole