Browsing by Author "Kato, Joshua Kimata"

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    Impact of Competency and Self-esteem on the Teacher Engagement at Jinja City Primary Schools, Uganda
    (East African Journal of Education Studies, 2024) Bamusibule, Charles; Kato, Joshua Kimata; Mugizi, Wilson; Kyozira, Peter; Muloopa, Haruna
    The study examined the relationship between teacher competence and engagement in Jinja city, mediated by self-esteem. Specifically, the study tested the influence of teacher competence on engagement and self-esteem, the influence of self-esteem on engagement, and the mediating effect of self-esteem on the relationship between teacher competence and engagement. Based on the three-component model by Khan (1990), engagement was studied in terms of vigour, dedication, and absorption. The study adopted a cross-sectional research design on a sample of 196 teachers in Jinja city. The study adopted a self-administered questionnaire to collect the data. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that teacher competence negatively and insignificantly influenced engagement, while teacher competence positively but insignificantly influenced self-esteem and self-esteem positively and significantly influenced engagement. The results also revealed that self-esteem partially mediated the relationship between teacher competence on engagement. The study concluded that while self-esteem is imperative for teacher engagement, teacher competence did not promote engagement and self-esteem. Therefore, it was recommended that to boost teacher engagement school administrators in Jinja City should promote teacher self-esteem compared to teacher competence
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    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
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    Validating the Measures of Emotional Intelligence-Based Performance Theory in the Context of Academic Staff at Kyambogo University, Uganda
    (Uganda East African Journal of Interdisciplinary Studies, 2024) Kato, Joshua Kimata; Mugizi, Wilson; Kyozira, Peter; Ariyo, Gracious Kaazara
    The study validated the measures of Emotional Intelligence Based Performance Theory in the context of full-time academic staff at Kyambogo University. Basing on the conceptualization by Goleman (1998), Emotional Intelligence Based Performance Theory was studied in terms of self-awareness, self-management, social awareness, and relationship management. This cross-sectional study involved a sample of 201 from full-time academic staff at Kyambogo University, data were collected using a self-administered questionnaire. Descriptive statistics and structural equation modelling (SEM) using Smart PLS for partial least square structural equation modelling (PLS-SEM) were used to determine the measures of Emotional Intelligence Based Performance Theory. Descriptive results indicated that four constructs of Emotional Intelligence Based Performance Theory of self-awareness, self-management, social awareness and relationship management were high. PLS-SEM indicated that the four constructs of self-awareness, self-management, social awareness and relationship management were appropriate measures of the Emotional Intelligence Based Performance Theory. It was concluded that Kyambogo University managers need to promote a high level of self-awareness, self-management, social awareness and relationship management among academic staff. Therefore, the study recommended that Kyambogo University managers need to emphasise self-awareness, self-management, social awareness and relationship management among full-time academic staff.