Browsing by Author "Kasule, George Wilson"

Now showing 1 - 8 of 8
  • Thumbnail Image
    Item
    Adaptive Leadership in Public Universities in Uganda: A Systematic Literature Review
    (East African Journal of Arts and Social Sciences, 2025) Kasule, George Wilson
    This study through a systematic literature review explored adaptive leadership status, the rationale for adaptive leadership, and the challenges facing embracing adaptive leadership in public universities in Uganda. The literature search process consisted of inclusion and exclusion criteria and the development of a search strategy. Fourteen (14) articles were found to have relevant information on adaptive leadership status, the rationale for adaptive leadership, and challenges facing embracing adaptive leadership in higher educational institutions in Uganda. The findings reveal that adaptive leadership in public universities in Uganda is almost non-existent. This is buttressed by the fact that these universities have perpetually failed to solve most of the challenges they face, let alone demonstrating high levels of ineffectiveness in their operations. The study findings also divulge that the rationale for embracing adaptive leadership in public universities in Uganda includes but is not limited to: addressing complexity and uncertainty; enhancing institutional effectiveness; fostering a culture of collaboration and inclusivity; and developing capacity for sustainability and resilience. The study further discloses that some of the notable challenges encumbering embracing of adaptive leadership in public universities in Uganda comprise: limited financial, human and, material resources; excessive bureaucratic structures; and resistance to change by employees. The paper concludes, thus, that the absence of adaptive leadership in public universities in Uganda is worrying, hence, urgent mitigation measures need to be taken owing to the fact that adaptive leadership is critical to help public universities have the ability to cope with change in their operations almost on the daily basis. The study recommends that university leaders and managers make deliberate efforts to familiarise themselves with adaptive leadership principles through relevant professional development programmes. Institutionalise adaptive leadership as well as adopting appropriate administrative structures that ensure: clear lines of authority and decision-making; effective communication and collaboration across units; efficient resource allocation and management; strong governance and accountability; and flexibility to adapt to changing circumstances and priorities.
  • Thumbnail Image
    Item
    Digital Teaching Competence and lecturers Self-Efficacy in Online Classes: Insights from Public Universities in Uganda
    (Journal of the National Council for Higher Education, 2023) Kasule, George Wilson; Mugizi, Wilson; Rwothumio, Joseph
    The COVID-19 pandemic which resulted in the lockdown of educational institutions hastened the adoption of online classes. However, especially in public universities in Uganda, online teaching and learning was received with mixed feelings by students and some lecturers. Nevertheless, it is incontestable that the COVID-19 pandemic ushered in many different ways of doing things, such as compulsory online teaching and learning. This study seeks to obtain insights into the digital teaching competences of lecturers and their self-efficacy in online classes. Specifically, the study examined the relationship between lecturers’ course design, technical, course communication and time management competences with their self-efficacy in online classes in terms of instructional methods, student management and student engagement. This correlational study involved a sample of 327 academic staff from four public universities. Data was collected using a self-administered questionnaire and analysed quantitatively. Data analysis involved structural equation modelling using partial least square structural equation modelling (PLS-SEM). The results revealed that course design, course communication and time management competences had a positive and significant influence on lecturers’ self-efficacy in online classes. However, digital technical competence had a positive but insignificant influence on lecturers’ self-efficacy in online classes. The conclusions of the study are to the effect that the capacity to design online courses is imperative for lecturers’ self-efficacy in online classes, course communication competence is essential for lecturers’ self-efficacy in online classes, and time management competence is vital for lecturers’ self-efficacy in online classes. However, digital technical competence is not very imperative for lecturers’ selfefficacy in online classes. The study recommends that university managers should develop lecturers’ capacity to design online courses, develop their online course communication competence, and sensitise lecturers about the importance of time management in teaching online classes. Nonetheless, university managers should not over emphasise digital technical competence of lecturers.
  • Thumbnail Image
    Item
    Emotional Intelligence and Organisational Commitment of Lecturers at Kyambogo University
    (Interdisciplinary Journal of Sociality Studies, 2023) Kimata Kato, Joshua; Mugizi, Wilson; Kyozira, Peter; Kasule, George Wilson
    The study examined the casual link between emotional intelligence and organisational commitment of lecturers at Kyambogo University. Specifically, the study examined the link between the four emotional intelligence competencies of self-awareness, self-management, social awareness, and relationship management with organisational commitment of full-time lecturers at Kyambogo University. The three-component model of organisational commitment by Allen and Meyer, which describes it in terms of affective, normative, and continuance commitment, was used to assess the concept. Using the correlational research design, the study adopted the quantitative approach. The study participants were 175 fulltime lecturers of the selected university. The data were collected using a self-administered questionnaire. Structural equation modelling (SEM) using SmartPLS was used to analyse the data. The study findings indicated that while self-management and social awareness were significant determinants of organisational commitment of full-time lecturers, relationship management and self-awareness were positive but insignificant determinants of organisational commitment. The study concluded that while selfmanagement and social awareness are essential for the organisational commitment of lecturers, relationship management and self-awareness are not. Therefore, it was recommended that to promote the organisational commitment of lecturers, university managers should take cognisance of lecturers' self-management and social awareness more than relationship management and self-awareness.
  • Thumbnail Image
    Item
    Institutional Factors and Curriculum Fidelity in Vocational Training Centres in Kampala City, Uganda
    (Interdisciplinary Journal of Education Research, 2023) Ochwo, Richard; Mugizi, Wilson; Kasule, George Wilson
    The subject of curriculum fidelity continues to be a crucial area of investigation to uncover how the responsible stakeholders implement the curricula developed in relation to their intended purpose. This study investigated the institutional factors influencing curriculum fidelity in vocational training centres in Kampala, Uganda. Specifically, this study examined the influence of instructors’ self-efficacy, institutional support, and leadership effectiveness on curriculum fidelity in vocational training centres. This quantitative study adopted the correlational research design. The study involved a sample of 108 instructors from eight selected vocational training centres in Kampala, Uganda. The data were collected using a self-administered questionnaire. Descriptive statistics and inferential analyses, specifically Pearson linear correlation and regression, were used to analyse the data. The findings revealed that instructors’ self-efficacy, institutional support, and leadership effectiveness positively and significantly influenced curriculum fidelity. The study concluded that instructors’ self-efficacy is imperative for curriculum fidelity, institutional support is essential for curriculum fidelity, and effective leadership is vital for curriculum fidelity. Therefore, it was recommended that the Ministry of Education and Sports and principals of vocational training centres should enhance the efficacy of instructors; vocational institutions should offer support to the instructors to ensure curriculum fidelity; and the Ministry of Education and Boards of Governors should ensure that vocational training centres have effective leadership. The practical contribution of the study is that it identifies institutional factors necessary for curriculum fidelity. These are instructors’ self-efficacy, institutional support, and leadership effectiveness.
  • Thumbnail Image
    Item
    Institutional Support and Teacher Competence in Government-Aided Secondary Schools in South Western Uganda
    (East African Journal of Education Studies, 2024) Arineitwe, Phiona; Kasule, George Wilson; Mayengo, Nathaniel
    This study examined the influence of institutional support on teacher competence. In particular, the study investigated whether the influence of induction, continuous professional development and rewards had a significant influence on teacher competence in government-aided secondary schools. This quantitative study used correlational research. Data were collected from a sample of 329 teachers from secondary schools in southwestern Uganda. Data were analysed using partial least squares structural equation modelling (PLS-SEM) with SmartPLS 4. The findings revealed that induction, continuous professional development, and rewards have a positive and significant influence on teacher competence. Based on the findings, it was concluded that induction, continuous professional development and rewards are important for teacher competence development. Therefore, it was recommended that The Ministry of Education and Sports, head teachers, and other stakeholders such as Boards of Governors should establish institutional support that facilitates the development of teacher competence through induction, continuous professional development, and rewards. The practical contribution of the study is that it identifies institutional factors that can help to promote teacher competence
  • Thumbnail Image
    Item
    Leadership Behaviours and Job Satisfaction of Academic Staff of Kyambogo University, Uganda
    (East African Journal of Education Studies, 2023) Kimata Kato, Joshua; Mugizi, Wilson; Kasule, George Wilson
    This study examined the influence of leadership behaviors on the job satisfaction of the academic staff of Kyambogo University in Uganda. Specifically, the study examined the influence of participative, supportive, directive and achievement-oriented leadership on the job satisfaction of academic staff in Kyambogo University, Uganda. Job satisfaction was studied in terms of intrinsic and extrinsic job satisfaction. Using the quantitative approach for inferential analysis, the study adopted the correlational research design on a sample of 175 full-time academic staff. The study used a self-administered questionnaire to collect the data. Data analysis involved carrying out Structural Equation Modelling (SEM) using SmartPLS. The results indicated that while participative, supportive and directive leadership positively and significantly influenced the job satisfaction of full-time academic staff, achievement-oriented leadership had a negative and insignificant influence on the job satisfaction of academic staff. The study concluded that while participative, supportive and directive leadership behaviors are imperative for the job satisfaction of full-time academic staff, achievement-oriented leadership is not. Therefore, it was recommended that to boost the job satisfaction of academic staff, managers of universities should promote participative, supportive and directive leadership than achievement-oriented leadership.
  • Thumbnail Image
    Item
    Leadership Behaviours and Organisational Commitment Mediated by Job Satisfaction of Academic Staff at Kyambogo University
    (East African Journal of Education Studies, 2024) Kato, Joshua Kimata; Mugizi, Wilson; Kasule, George Wilson; Kyozira, Peter
    This study examined the influence of leadership behaviours on the job satisfaction of the academic staff of Kyambogo University in Uganda. Specifically, the study examined the influence of participative, supportive, directive and achievement-oriented leadership on the job satisfaction of academic staff in Kyambogo University, Uganda. Job satisfaction was studied in terms of intrinsic and extrinsic job satisfaction. Using the quantitative approach for inferential analysis, the study adopted the correlational research design on a sample of 175 full-time academic staff. The study used a self-administered questionnaire to collect the data. Data analysis involved carrying out Structural Equation Modelling (SEM) using SmartPLS. The results indicated that while participative, supportive and directive leadership positively and significantly influenced the job satisfaction of full-time academic staff, achievement-oriented leadership had a negative and insignificant influence on the job satisfaction of academic staff. The study concluded that while participative, supportive and directive leadership behaviours are imperative for the job satisfaction of full-time academic staff, achievement-oriented leadership is not. Therefore, it was recommended that to boost the job satisfaction of academic staff, managers of universities should promote participative, supportive and directive leadership than achievement-oriented leadership
  • Thumbnail Image
    Item
    The Influence of Institutional Culture on Organisational Effectiveness in Selected Public Universities in Uganda
    (East African Journal of Education Studies, 2024) Turyahikayo, Wilberforce; Mugizi, Wilson; Kasule, George Wilson
    Organisational effectiveness is a vital component of universities and other organisations because it leads to various positive outcomes, including customer satisfaction, employee relationships, improved business processes, learning and growth, and profitability. However, despite its importance, Ugandan universities are currently struggling with low levels of organizational effectiveness. Therefore, this study assessed the influence of institutional culture on organisational effectiveness of selected public universities in Uganda. Specifically, the study assessed the influence of artefacts, espoused belief and values and basic underlying assumptions culture dimensions on organisational effectiveness. The study employed a quantitative approach, utilizing a correlational research design. With a small population of 265, the researchers aimed to survey the entire population although those who provided responses were 231 participants. The data were collected using a close ended self-administered questionnaire. The data were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM) using SmartPls to test casual linkages between the variables. The results indicated that espoused beliefs and values, and basic underlying assumptions had a positive and significant impact on organisational effectiveness in public universities. The study concluded that espoused beliefs and values, and basic underlying assumptions are essential for organisational effectiveness of public universities, and basic underlying assumptions are vital for organisational effectiveness in public universities. The study recommended that university managers should promote espoused beliefs and values through enabling openness and learning, team work and adherence to rules, and basic underlying assumptions of mutual responsibility and shared objectives, and participation in decision making in the management of universities