Browsing by Author "Lamaro, Gloria"

Now showing 1 - 11 of 11
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    Collaboratively reimagining teaching and learning
    (Teaching and Learning Futures, 2023) Flora, Fabian; Jonathan, Harle; Kalimasi, Perpetua; Kilonzo, Rehema; Lamaro, Gloria; Luswata, Albert; David, Monk; Ngowi, Edwin; Nzegwu, Femi; Sikalieh, Damary
    In 2020, the African Regional Forum on Sustainable Development proclaimed Africa would only attain the Sustainable Development Goals (SDGs) if “universities in Africa collaborate in research, teaching and community or societal engagement” (Ligami, 2020). In 2022, the UNESCO World Higher Education conference called on universities to “reshape ideas and practices in higher education to ensure sustainable development for the planet and humanity” (UNESCO, 2022). While there are regular calls for African universities to improve their teaching, finding ways to do this within the resources and the available time in already stretched institutions, at the scale required, have proven elusive. This chapter is a reflexive exercise, discussing the work of an international partnership, Transforming Employability for Social Change in East Africa (TESCEA), that aimed to reshape habits of teaching and learning in institutions of higher education. We, as TESCEA partners and authors of this chapter, hope that our example can make a significan contribution towards understanding how change can happen in higher education, and particularly in resource-constrained settings. We begin by presenting our approach and then offer reflections on the change we observed, the ways in which this was achieved, and the challenges we encountered along the way
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    Enhancing critical thinking through academic collaborations
    (African Educational Research Journal, 2024) Lamaro, Gloria; Kimoga, Joseph; Nampijja, Dianah; Frank, Reichert
    This study investigated the role of academic collaborations in enhancing critical thinking skills among graduate students, drawing on Critical Theory. A qualitative research approach was utilized, incorporating an exploratory case study design to investigate the effects of collaborative academic practices on the development of critical thinking. Data collection methods included personal interviews, focus group interviews (FGIs), and document analysis, involving current graduate students, alumni from the 2015 cohort, and teaching staff. The findings revealed that academic collaborations significantly contribute to the development of critical thinking skills. Participants reported that interdisciplinary teamwork, resource sharing, and expertise exchanges enable students to approach problems from multiple perspectives, thereby, broadening their analytical capabilities. The study highlighted that collaborative efforts facilitate access to diverse methodologies and knowledge which enriches students' educational experiences and enhances their problem-solving abilities. Moreso, the study found that collaborative projects and joint research initiatives provide practical opportunities for students to engage with real-world issues, promoting a deeper understanding and application of theoretical concepts. This process not only fosters intellectual growth but also prepares students to tackle complex challenges in their professional fields. The research aligns with established theories on collaborative learning and critical thinking, supporting the view that academic collaborations are vital for intellectual development. It underscores the importance of creating a supportive environment for interdisciplinary work and effective communication among collaborators. This study recommends prioritising interdisciplinary projects, offering faculty training for collaborative initiatives, and developing assessment frameworks to evaluate the impact of these collaborations on students' critical thinking skills. These insights highlight the benefits of academic collaborations in higher education and suggest practical steps to improve collaborative practices for better educational outcomes.
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    Head Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda
    (East African Journal of Education Studies, 2023) Amito, Betty; Oriangi, George; Lamaro, Gloria
    Over the last three decades, students' satisfaction with school climate has been a global concern for educationists and scholars. This study investigated the influence of head teachers' conflict management strategies on students' satisfaction with the school climate. A cross-sectional survey design with a sample size of 181 respondents was used. Data obtained using questionnaires were analysed using descriptive statistics to determine the nature of head teachers' conflict management strategies and the level of student's satisfaction with school climate, while linear regression was used to determine the influence of head teachers' conflict management strategies on students' satisfaction with school climate. Findings revealed that: paying little attention to students' complaints, ignoring students' complaints, and putting emphasis on conflicting parties to continue performing their tasks even if there is conflict were the most commonly used conflict management strategies, while the least commonly used strategies were taking charge in times of conflict and emphasising on areas of agreement between conflicting parties. Furthermore, students' level of satisfaction with the school climate was low. Additionally, giving priority to the views of members in settling conflicts (p = 0.037) and liaising with student leaders to settle conflicts (p = 0.069) were strategies of conflict management that had a significant influence on student's satisfaction with the school climate. In conclusion, head teachers need to consider the views of conflicting members and liaise with student leaders to manage conflicts so as to create a favourable school climate that can enhance teaching and learning. Finally, future studies may need to explore students' satisfaction in primary schools as well as in rural secondary schools.
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    Job Satisfaction and Teachers’ Performance in Secondary Schools in Gulu District
    (East African Journal of Education Studies, 2023) Lamaro, Gloria; Okello, Proscovia Daphine
    Education outcomes depend on the quality and effectiveness of their workers. Teachers who are satisfied with their jobs perform their duties effectively and efficiently. This study aimed to investigate the relationship between job satisfaction and teachers’ performance in secondary schools in Gulu district. A total of 174 secondary school teachers in Gulu district were selected as respondents of the study and a descriptive correlation design was used in order to see the relationship of the variables in eight sample secondary schools in the district. Data was analysed using person’s correlation with the help of SPSS software to obtain the values. The findings indicate that there is high correlation between job satisfaction and teachers’ performance, which show that high job satisfaction contributes to high teachers’ performance. The study concludes that there is a significant relationship between job satisfaction and teachers’ performance. Based on the findings and conclusions the research recommends that; the government should strengthen and harmonise teachers’ pay in order for them to gain higher satisfaction on the job. Secondly, teachers be housed within the school to boost their job satisfaction and lastly, the teachers be treated equally without bias. Thirdly, the Ministry of Education and Sports should make policies, programs and projects for secondary school teachers to enhance job satisfaction and performance towards quality education
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    Market Orientation in Universities: Bridging Academia and Stakeholder Expectations
    (International Journal of Advanced Research, 2025) Lamaro, Gloria; Okello, Jussy Hakiigaba; Musisi, Badru
    This study explores the market orientation practices at Gulu University, Uganda, to understand how the institution aligns its academic programs with the needs of external stakeholders, such as employers, and enhances stakeholder satisfaction. Using a qualitative approach, data were gathered through semi-structured interviews, focus group discussions, and document analysis involving faculty, students, employers, and community leaders over a ten-year period (2013–2023). Findings reveal that Gulu University has made significant efforts to align its academic offerings with local job market demands, especially in fields like Information Technology and Business Administration. However, programs in areas such as the humanities were criticized for being less market-responsive, with graduates in these fields often lacking necessary practical skills. Both employers and students noted that while some programs were beneficial for job preparation, others felt outdated and disconnected from industry needs. The study also highlights that the university has engaged with external stakeholders through initiatives like internships and outreach programs, though these efforts were inconsistent and lacked coordination across departments. Students expressed frustration with the limited accessibility of these opportunities. Additionally, while some curriculum revisions have been made, the pace of change remains slow, particularly in non-technical disciplines, which hampers the university’s ability to meet evolving market demands. The study concludes that while Gulu University has made progress, barriers such as limited resources, fragmented stakeholder engagement, and slow curriculum updates hinder the full implementation of market orientation. Recommendations include adopting a more coordinated market orientation strategy, investing in faculty development, and integrating stakeholder feedback into the curriculum. Further research is recommended to assess the long-term impact of these strategies on graduate employability and institutional success
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    Relationship between Head Teacher's Motivation Strategies and Teacher's Performance in Secondary Schools in Serere District
    (East African Journal of Education Studies, 2023) Lamaro, Gloria; Akello, Jennifer
    Globally, teacher performance is a significant challenge for education, necessitating effective strategies to combat low morale and ensure adequate school performance (Gitonga, 2012). This study investigated the relationship between headteacher motivation strategies and Teacher Performance in secondary schools in the Serere district. Head teachers in Serere District are faced challenges such as lack of supervision, low assessment, absenteeism and non-participation in school activities, leading to a 50% decline in performance. Research was needed to understand the relationship between motivation strategies and teachers’ performance. With a sample size of 246 respondents, including head teachers and teachers, a cross-sectional correlation survey methodology was employed.The Spearman Rank Order Correlation Coefficient was utilized to analyze the data that were collected through surveys. The results showed a favorable relationship between head teachers' motivation and secondary school teachers' performance in the Serere district, suggesting that accommodations, salary increases, and capacity building encourage teachers to work hard.The research findings indicated a positive association between the motivational strategies employed by head teachers and the performance of teachers in secondary schools within the Serere District. The study suggested that additional policies should be introduced to bolster and sustain the existing framework of head teachers' motivational strategies. It further recommended revisiting and refining policies related to their implementation to foster continuous improvement in teachers' performance. Additionally, the study proposed the exploration of further research avenues to delve into motivation strategies and teachers' job satisfaction in secondary schools specifically within the Serere District
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    Relationship between Teachers' Participation and Management Outcomes in Primary Schools in Pader District, Uganda
    (East African Journal of Education Studies, 2023) Lamaro, Gloria; Filder, Rose Lalam
    Scholars, as highlighted by Asgari and Mahjoob (2013), have shown considerable interest in the outcomes of management throughout the years. This study examined the relationship between teachers' participation and management outcomes in primary schools in Pader District, Uganda. The investigation examined teachers' participation in Pader District primary schools, management outcomes and the relationship between participation and management outcomes. This study involved 301 participants, utilized questionnaire surveys, interview guides and observation checklists for data collection. The data were then analyzed using various statistical methods, including SPSS version 25, descriptive statistics, the Chi-Square test, Spearman's rank correlation coefficient and linear regression analysis. The study explore the relationship between teachers' involvement and management outcomes. The findings revealed a moderate correlation between teachers' participation and management outcomes, with a significance level of 0.01%. These results are consistent with prior research (Baig, Rehman and Khan, 2012), suggesting that teachers' engagement in activities such as water hygiene, sanitation, equipment procurement, guidance, inventory control, budget preparation and classroom maintenance has a positive impact on management outcomes.
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    Relationship Between Teaching Strategies and Students’ Academic Performance at Ordinary Level Secondary Schools in Gulu District
    (East African Journal of Education Studies, 2024) Lamaro, Gloria; Anena, Doris Jane
    This study investigated the relationship between teaching strategies and students’ academic performance at ordinary level secondary schools in Gulu District. The study used cross-sectional design. Three hundred and seventy-five (375) participants were randomly and purposively sampled. Questionnaire and interview were used for data collection. Data analysis for quantitative data was done using SPSS version 16. Content analysis was used to analyse interview data. The results showed that most students prefer presentation, seminars and class assessment. Further, students prefer discussion, brainstorming, demonstration and group work. Majority of teachers however prefer lectures, role-play, project and drill as better teaching and learning strategies. The results also show significant positive correlation between project method and level of academic performance (r (259) = .391, p < .0001), strong positive significant correlation between group discussion and level of academic performance (r (259) = .336, p < .0001), positive association between role play and level of academic performance (r (259) = .315, p < .0001) and significant positive association between storytelling and level of academic performance (r (259) = .310, p < .0001). This indicates that project method, group discussion, role play, storytelling, presentation and drill when practiced can improve academic performance of students in ordinary level secondary schools. Educators should consider implementing more of project, group discussion, role play, storytelling, presentation and drill in their teaching activities
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    School Management Committee’s Participation and Effectiveness of School Management in Primary Schools
    (East African Journal of Education Studies,, 2024) Lamaro, Gloria; Lukwiya, Jimmy
    his study investigates the relationship between School Management Committee (SMC) participation and the effectiveness of school management in primary schools within Gulu District, Uganda. The challenge of improving parental involvement at the basic educational level is pivotal for enhancing educational outcomes. The objective was to establish the correlation between SMC participation and school management effectiveness. Employing both qualitative and quantitative methods, including in-depth interviews, focus group discussions, direct observation, and documentary analysis, the study sampled 352 participants. Data analysis, using the Pearson Correlation Coefficient, reveals a significant positive correlation between SMC participation and school management effectiveness. Recommendations include developing enhanced management strategies and exploring additional variables like gender, political situation, and religion
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    School Management Committee’s Participation and Effectiveness of School Management in Primary Schools
    (East African Journal of Education Studies, 2024) Lamaro, Gloria; Lukwiya, Jimmy
    This study investigates the relationship between School Management Committee (SMC) participation and the effectiveness of school management in primary schools within Gulu District, Uganda. The challenge of improving parental involvement at the basic educational level is pivotal for enhancing educational outcomes. The objective was to establish the correlation between SMC participation and school management effectiveness. Employing both qualitative and quantitative methods, including in-depth interviews, focus group discussions, direct observation, and documentary analysis, the study sampled 352 participants. Data analysis, using the Pearson Correlation Coefficient, reveals a significant positive correlation between SMC participation and school management effectiveness. Recommendations include developing enhanced management strategies and exploring additional variables like gender, political situation, and religion
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    Using Case Scenarios to Foster Critical Thinking Skills among Graduate Students
    (East African Journal of Education Studies, 2024) Lamaro, Gloria; Kimoga, Joseph; Nampiija, Dianah; Frank, Reichert
    In a rapidly evolving professional landscape, critical thinking is paramount for success. This study investigated the transformative impact of case scenarios on enhancing critical thinking skills among graduate students at Gulu University. The purpose was to examine how these scenarios facilitated the practical application of theoretical concepts, fostering a deeper understanding of complex issues. Utilizing a qualitative research methodology, the researchers conducted interviews and focus group discussions with recent graduates, current graduate students, and lecturers, providing comprehensive insights into participants’ perceptions and experiences regarding case scenarios. Results indicated that participants viewed critical thinking as essential for both academic achievement and professional competence. Case scenarios emerged as instrumental in promoting analytical thinking, problem-solving abilities, and the synthesis of diverse perspectives. Graduates reported significant improvements in their capacity to deconstruct complex issues, critically evaluate evidence, and generate innovative solutions. The study also highlighted the importance of incorporating culturally diverse scenarios, which enriched students' understanding of various socio-economic contexts crucial for their professional development. However, it identified gaps in the systematic integration of case scenarios into the curriculum, suggesting a need for more consistent application and institutional support. In conclusion, the findings emphasized the critical role of case scenarios in cultivating the skills necessary to navigate the complexities of modern professional environments. By effectively bridging the gap between theoretical knowledge and practical application, these scenarios enhanced students’ analytical and creative capabilities, preparing them to tackle multifaceted problems. Educational stakeholders were urged to prioritize the integration of diverse, contemporary case scenarios into curricula, while future research should focus on longitudinal studies assessing the long-term impact of these scenarios on students' critical thinking skills