Browsing by Author "Ludigo, Harriet"

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    Administrators’ Perception of Teacher-educators’ Exhibition of Pedagogical Skills and Implementation of Early Childhood Education Curriculum in Primary Teachers’ Colleges in Eastern Uganda
    (East African Journal of Education Studies, 2023) Wambi, Moses; Buluma, Alfred; Ludigo, Harriet
    The major intention of this study was to assess the perception of college administrators on the extent to which Teacher-educators exhibit the required pedagogical Skills to be emulated by their trainees to the expectations of the Ministry of Education and Sports in Uganda. The authors of this paper were motivated by the notion that Teacher-educators ought to exhibit desirable pedagogical Skills as a mentorship strategy to their trainees. There is a persistent public outcry about the pseudo-trained graduates from Primary Teachers’ Colleges (PTCs) in Uganda. The objectives of this study were threefold, namely: (1) identify the pedagogical Skills stipulated in the ECE curriculum for teacher trainees in PTCs; (2) establish the extent to which teacher-educators facilitate their trainees to acquire the required pedagogical Skills in the ECE curriculum; and (3) find out the challenges associated with Teacher-educators’ competencies to exhibit pedagogical Skills in PTCs in Eastern Uganda. A phenomenology research design was adopted with a qualitative approach. Thirty-eight informant interviews and nineteen focus group discussion schedules were conducted with participants who included; Principals, Deputy Principals, the Director of Studies and an ECE Official from Kyambogo University. The key findings indicated that the Primary Teacher Education (PTE) curriculum of 2012 stipulates pedagogical Skills to be exhibited by Teacher-educators to their trainees; however, teacher-educators experienced the inability to exhibit desirable pedagogical Skills for their trainees to emulate. It was difficult for the Teacher-educators to offer what they never possessed. The greatest challenge reported by the majority of the participants was inadequate funding and yet ECE is a practical learning area and limited access to opportunities for Continuous Professional Development (CPD) courses for capacity building was yet another concern. It was therefore, recommended that Teacher-educators be trained to acquire desirable competencies in exhibiting pedagogical Skills so as to mentor and support their trainees. If the quality of teacher education is to be realised as expected, Teacher-educators’ CPDs on pedagogical Skills are crucial. Trainees are expected to tap into the vast experience of their Teacher-educators through mentorship as emphasised by the Vygotsky social-cultural theory.
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    Leadership Behaviours and Commitment of Teachers in Secondary Schools in an Urban Setting in Uganda
    (International Journal of Intellectual Discourse, 2023) Ludigo, Harriet; Mugizi, Wilson; Barigayomwe, Rogers
    This study examined the influence of leadership behaviors on commitment of teachers in secondary schools in an urban setting in Uganda. Informed by the Path-Goal Leadership Theory, the study investigated the influence of directive, supportive and participative leadership behaviors on commitment of teachers. Basing on the positivist paradigm, the researchers adopted the survey research design. A sample of 252 teachers provided data using a self-administered questionnaire. Data were analyses using partial least square structural equation modelling (PLS-SEM) using SmartPLS. The main findings of the study revealed that directive and supportive leadership behaviors positively and significantly influenced commitment of teachers. However, participative leadership behaviors negatively and insignificantly influenced commitment of teachers. The study concluded that directive and supportive leadership behaviors play a meaningful role in promoting commitment of teachers than participative leadership. It was recommended that to promote commitment of teachers, head teachers should demonstrate directive and supportive leadership behaviors in the managing of schools. Nonetheless, head teachers should not over emphasize participative behaviors. The implication of the study is that from the fundamental behaviors of the Path-Goal Leadership Theory expected from leaders that include directive, supportive and participative leadership behaviors, the findings offer insights on the basic ones a school leader should emphasize to enhance commitment of teachers, these are directive and supportive leadership behaviors.
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    Positive Discipline Approaches and Students’ Behaviour in GovernmentAided Secondary Schools in Sheema Municipality, Uganda
    (East African Journal of Education Studies, 2024) Waiswa, Mark Micheal; Mutungi, Alex; Mugizi, Wilson; Ludigo, Harriet
    This study examined the relationship between positive discipline approaches and students’ behaviour in secondary schools in Sheema Municipality in southwestern Uganda. Positive discipline approaches were looked at in terms of guidance and counselling, positive reinforcement and role modelling in relation to students' behaviours. This cross-sectional study involved a sample of 343 students. Data were collected from the students using a self-administered questionnaire. Partial least square structural equation modelling (PLS-SEM) was used to carry out data analysis. The findings indicated that the measurement model was good and structural equation model results revealed that guidance counselling and positive reinforcement positively and significantly related to students’ behaviour. However, role modelling is positively but insignificantly related to students’ behaviour. The results imply that while guidance counselling and positive reinforcement are essential factors for promoting students’ behaviour, role modelling is not. Therefore, it was recommended that school administrators and teachers should emphasise providing guidance counselling and positive reinforcement to students as they handle them while role modelling should not be prioritised
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    Student-Centred Pedagogical Strategies and Academic Achievement of Students at Kyambogo and Makerere Universities
    (East African Journal of Education Studies, 2024) Ludigo, Harriet; Mugimu, Christopher B.; Mugagga, Anthony Muwaga
    The study investigated the relationship between student-centred pedagogical strategies and academic achievement at Kyambogo and Makerere universities. Data on a sample of 375 students was obtained using a questionnaire following the cross-sectional research design. Quantitative data were analysed using correlation and regression analyses. All student-centred pedagogical strategies were positively and strongly correlated with academic achievement. Nevertheless, all of the regression analysis outcomes—except those for learning facilitation, active learning, and authority sharing—were in line with the correlational results. According to the study's findings, lecturers should prioritize group learning, contextual learning, and student motivation overactive learning, authority sharing, and learning facilitation. It was recommended that lecturers focus more on group learning, contextual learning, and learner motivation rather than active learning, authority sharing, and learning facilitation