Browsing by Author "Eduan, Wilson"

Now showing 1 - 4 of 4
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    Exploring Student Teachers’ Perspectives of School Administrators Support during School Practice in Uganda
    (East African Journal of Education Studies, 2024) Musiimenta, Annet; Eduan, Wilson; Kagoire, Mary Ocheng
    This study investigates the collaborative potential between universities and schools in enhancing teacher training, focusing specifically on student teachers’ perceptions of support from school managers during school practice (SP). The purpose of this research was to assess how various forms of support from school managers impact student teachers’ experiences and perceptions during practical training. Utilizing a qualitative case study design, the research involved a sample of 24 student teachers in the third and final year of study. Data collection tools included semi-structured interviews and focus group discussions, which provided in-depth insights into the participants’ experiences. Thematic analysis of the data revealed that student teachers perceived significant support from school managers in areas such as induction processes, equitable load distribution, managerial guidance, professional development opportunities, and motivational practices. However, a notable concern emerged regarding the negative perceptions arising from the absence of practising teachers during SP. The findings suggest that while overall support from school managers was viewed positively, there are areas for improvement. The study recommends that universities should actively strengthen collaboration with placement schools by establishing formal partnerships, thereby enhancing the support system for student teachers during school practice experiences
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    Headteachers' Transformational Leadership and its Influence on Academic Performance: A Case of Public Secondary Schools in Uganda
    (East African Journal of Education Studies, 2024) Sengendo, David; Eduan, Wilson
    Leadership style is an important aspect of students' academic performance in schools. Transformational leadership style is associated with students' academic achievement in Uganda's public secondary schools. The aim of this paper was to examine the influence of transformational leadership attributes on academic performance in public secondary schools in Uganda. Specifically, the study investigated the influence of transformational leadership attributes on academic performance at UCE and UACE in public secondary schools. The research was underpinned by the transformational leadership theory pioneered by James McGregor Burns and supported by Bass. The study was anchored on the positivism philosophy and guided by a correlation survey design with a quantitative research method. A multi-stage sampling technique was used to select 163 public secondary schools from a total sample of 253 public secondary schools, registered with the Ministry of Education and Sports in Uganda's central region. Primary data was collected using structured questionnaires. Data was analysed through descriptive and inferential statistics. Hypothesis testing was done at 5% significance level using the multiple linear regression model. The study established that transformational leadership is a significant predictor of academic performance both at Uganda Certificate Education (Ordinary level) and Uganda Advanced Certificate Education (Advanced level) through idealised influence, intellectual stimulation, individualised consideration, and the control variables. The study concludes that transformational leadership has a significant influence on academic performance. The study recommends that policymakers and strategists in Uganda's Education Ministry should closely monitor the school's alignment with the transformational leadership practices of head teachers for sustainable academic performance in public secondary schools
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    Planning for the Accelerated Education Programme for Refugee Learners in Uganda: Stakeholders Experiences
    (East African Journal of Education Studies, 2024) Kiiria, Grace; Eduan, Wilson; Eduan, Stella
    This study focused on Accelerated Education Programme (AEP) to develop planning and coordination models tailored to this kind of programme. The specific objective of the study was: To explore stakeholder’s experiences in planning for AEP to enhance transition of refugee learners to secondary education. The study sought to explore how stakeholders experience planning and how planning influences transition of refugees learners to secondary education based on grounded theory design. Data collection was done through in-depth interviews and constant comparison analysis were done. The findings indicate that planning for AEPs was based on the four major aspects: planning for programme support, the beneficiaries, stakeholder engagement and harmonizing the curriculum. However, there is a gap in how planning is done which negatively influences transition of AEP learners to secondary education. The above factors need to be taken into consideration right from the initial stages of the programme. A Community-Focused Planning Model was developed from the study- a model which upholds the significance of community focused planning with emphasis on taking into consideration the socio-ecological environment/community in which the child lives while planning for AEP. The study therefore contributes to improved planning of AEPs while taking into consideration the needs of refugee learners, the environment in which they live and collaboratively engaging communities in the design of AEP. Thus, leading to improved learning outcomes and transition of refugee children to secondary education
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    School Leadership Support Towards Teachers' Management of Students’ Discipline in Uganda Secondary Schools in the Post Corporal Punishment Era-Northern Region
    (East African Journal of Education Studies, 2025) Santo, Ocii; Eduan, Wilson; Eduan, Amero Stella
    The study explored leadership measures provided by schools’ head teachers towards teachers' management of students’ discipline in Uganda secondary schools. It adopted two qualitative data collection methods: semi-structured in-depth interviews and document review. Interviews were conducted with 4 head teachers focusing on their leadership support toward discipline management. One-on-one interviews allowed for deeper insights into the topic. Documents review included school policy, training programme for teachers, log books and disciplinary records providing how teachers were supported in managing learners’ discipline. Purposive sampling of four schools was done based on the recommendations from the schools’ inspectors’ report. Data was thematically analysed by grouping it into themes and further assigned codes. To ensure the credibility of the instruments, consistency checks were done throughout the process of coding, transcription, and putting into themes while the instrument’s trustworthiness was assessed by pre-testing the instrument questions in 2 schools. The finding indicated that discipline is defined as a system, and these systems are managed through procedures such as discipline code, consultation, guidance, and counselling to modify inappropriate behaviours, provide effective communication, and make school safe by providing a conducive healthy environment. The study recommends that school educators usher disciplinary problems with empathy for the possible problems students may be experiencing at school that cause their indiscipline. This necessitates the use of alternative discipline approaches in schools. Therefore, school teachers should all be taught alternative approaches to school discipline, such as guidance and counselling, to make the school a safe learning environment