Browsing by Author "Mbabazi, Faith"

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    Assessment of head teachers’ stakeholder collaboration in church of Uganda founded secondary schools of Namirembe Diocese
    (International Journal of Educational Policy Research and Review, 2024) Tumuhimbise, Jasper; Muweesi, Charles; Buluma, Alfred; Mbabazi, Faith; Ocheng, Kagoire Mary
    This paper presents an assessment of head teachers’ stakeholder collaboration in church of Uganda founded secondary schools (CFSs) of Namirembe Diocese over the past five years (2019 to 2023). The purpose is to assess the effectiveness of stakeholder collaboration in schools, emphasizing their strength in school performance. This research employed a survey design utilizing a qualitative and quantitative descriptive approach. This was from eight out of twenty three CFSs in the Diocese. This included schools categorized as Government Aided (GA), USE, and Private. Respondents were staff, management, teachers, alumni and students. Data was collected through self-administered questionnaires. The final sample consisted of 211. The study evaluates the extent to which Head Teachers in CFSs have engaged with various stakeholders, on influencing performance of schools using a Likert Scale (1 is Strongly Disagree and 5 is Strongly agree). The stakeholders assessed include: Church related, Local and Central Governments, School Relations and Communities around from EE2 to EE17. Findings of this assessment reveal that stakeholder collaboration is significant for all except local parishes and alumni. It is recommended that Head Teachers should design a more integrated and supportive approaches in engaging them within CFSs. Further, for Head Teachers to put in place mechanisms for all stakeholders to be involved in decision making. Keywords: Stakeholder collaboration, leadership practices, Church of Uganda Founded Secondary Schools, Foundation Body
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    Head Teachers’ Team Leadership Practices’ Influence on Financial Performance in Church of Uganda Founded Secondary Schools in Namirembe Diocese
    (East African Journal of Education Studies, 2024) Tumuhimbise, Jasper M.; Muweesi, Charles; Buluma, Alfred; Mbabazi, Faith; Ocheng, Mary Kagoire; Eryenyu, Charles; Kitayimbwa, John M.; Wanyana, Mercy
    he influence of Head Teachers’ team leadership practices on the financial performance is highly acknowledged. The paper aims to highlight the challenges of head teachers’ team practices and advance insights on how they can be overcome to enhance financial performance. The methodology employed was a mixed-methods approach. Quantitative data was gathered through questionnaires assessing perceptions of the above metrics. Qualitative data was collected through documentary review of reports and interviews to explore the underlying mechanisms through which the variables above interrelate. The total number of respondents were 326 sampled from eight out of twenty-three schools. Quantitative analysis revealed that it has a coefficient of 0.52 and a p-value of 0.004 which indicates a strong correlation and statistically significant relationship between effective team leadership and financial health. This indicated that a team leader yielded better cash flow management, alignment with financial objectives, and overall sustainability. Qualitative insights supported the above crucial role that head teachers’ have in engaging teams of CFSs in shaping financial decision-making processes. The study concludes by emphasizing the need to foster team cohesion, positive financial culture and ensuring the long-term sustainability of CFSs. Recommendations include strengthening leadership development programs that are not available currently in Church of Uganda. Further, to enhance team dynamics and aligning leadership practices with organizational goals to optimize financial performance in these settings
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    Head Teachers’ Team Leadership Practices’ Influence on Financial Performance in Church of Uganda Founded Secondary Schools in Namirembe Diocese
    (East African Journal of Education Studies, 2024-10) Tumuhimbise, M. Jasper; Muweesi, Charles; Buluma, Alfred; Mbabazi, Faith; Ocheng, Kagoire Mary; Eryenyu, Charles; Kitayimbwa, M. John; Wanyana, Mercy
    The influence of Head Teachers’ team leadership practices on financial performance is highly acknowledged. The paper aims to highlight the challenges of head teachers’ team practices and advance insights on how they can be overcome to enhance financial performance. The methodology employed was a mixed-methods approach. Quantitative data was gathered through questionnaires assessing perceptions of the above metrics. Qualitative data was collected through documentary review of reports and interviews to explore the underlying mechanisms through which the variables above interrelate. The total number of respondents were 326 sampled from eight out of twenty-three schools. Quantitative analysis revealed that it has a coefficient of 0.52 and a pvalue of 0.004 which indicates a strong correlation and statistically significant relationship between effective team leadership and financial health. This indicated that a team leader yielded better cash flow management, alignment with financial objectives, and overall sustainability. Qualitative insights supported the above crucial role that head teachers’ have in engaging teams of CFSs in shaping financial decision-making processes. The study concludes by emphasizing the need to foster team cohesion, positive financial culture and ensuring the long-term sustainability of CFSs. Recommendations include strengthening leadership development programs that are not available currently in Church of Uganda. Further, to enhance team dynamics and aligning leadership practices with organizational goals to optimize financial performance in these settings. Keywords: Leadership, Team, Finance Performance, Church Founded School.
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    Role Conflict and Burnout among Administrators in Higher Institutions of Education in Uganda
    (East African Journal of Interdisciplinary Studies, 2023) Mbabazi, Faith; Wilson, Eduan; Ocheng, Mary Kagoire
    The purpose of this study was to find out the relationship between role conflict and burnout among administrators in higher education institutions in Uganda. There have been a number of studies on academicians in universities, but not much research has been done on administrators, especially in Uganda. The respondents included midlevel administrators such as deans, directors, heads of department, heads of sections, academic registrars, librarians, directors of services and human resource officers. This was a survey research design carried out on administrators in universities. The questionnaire, which was a combination of role conflict questions and Maslach burnout inventory, was administered to the administrators who had been randomly selected from universities. The findings indicated that role conflict was not a predictor of burnout dimensions of emotional exhaustion, cynicism and professional efficacy; however, coupled with demographics, the results changed, and there was a positive significant relationship, especially with age on emotional exhaustion. It was recommended that university top administrators should be interested in the mental state of their staff because, as earlier noted, emotional exhaustion was the most significant burnout dimension predicted by role conflicts