NRU :: Browsing by Author "Mugizi, Wilson"

Browsing by Author "Mugizi, Wilson"

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Affective and Psychotic Disorders in War-Torn Eastern Part of the Democratic Republic of the Congo: A Cross-Sectional Study
(Psychiatry journal, 2020) Mutume Vivalya, Bives; Manzekele Bin Kitoko, Germain; Kalima Nzanzu, Adelard; Mumbere Vagheni, Martial; Kasereka Masuka, Rock; Mugizi, Wilson; Ashaba, Scholastic
There is lack of information about prevalence of affective and psychotic disorders triggered by traumatic events among people living in war-affected regions. This study is aimed at determining the prevalence rate of affective and psychotic disorders and the associated factors in a war-torn eastern part of Democratic Republic of the Congo. Methods. This epidemiological crosssectional descriptive study was carried out from 1st January 2019 to 31st December 2019 at Cepima and Muyisa health centers. This study enrolled 344 patients that had experienced traumatic events in Eastern Democratic Republic of the Congo from the 1119 participants, of whom 229 had positive bipolar affective disorder and 115 patients had psychotic disorders. Results. The results revealed that bipolar affective disorders were two times more than psychotic disorders. Sexual abuse, sudden death of a relative, kidnapping, the physical torture, and childhood trauma were the psychological factors correlated to the occurrence of bipolar affective and psychotic disorders. Conclusions. It was concluded that the traumatic experiences were precursors for the occurrence of bipolar affective and psychotic spectrum disorders.
Antecedents of Commitment of Academic Staff in Universities in Uganda: A Conceptual Paper
(Nkumba Business Journal, 2015) Mugizi, Wilson; Bakkabulindi, Fred E. K.; Bisaso, Ronald
The importance of employee commitment (EC) in so far as enhancing employee job performance is concerned is widely recognized in scholarly literature. Committed employees may be more likely to engage in extra-role behaviors such as creativity, have less intentions of leaving the organization, accept and enhance organizational change and involve in knowledge sharing. Despite the apparent importance of EC, evidence shows that there is low EC among academic staff of universities of Uganda. Academic staff engage in frequent strikes, threats of strikes, absenteeism, delayed handing in of marks, part-time activities and show declining motivation and commitment to excellence. This means that if the problem of lack of EC among academic staff persists, there will be complete decline in the academic standards of universities. This paper proposes a study to isolate significant antecedents that can enhance EC of academic staff in universities of Uganda. The antecedents to be appraised are in three categories, namely, human resource management (HRM) practices, organizational characteristics and personal characteristics. This paper that is derived from a PhD proposal, highlights the introduction, theories, the problem, objectives, significance, framework, related literature and the corresponding hypotheses to be tested. It also proposes the methodology to be used in the study. The PhD monograph and future articles to be generated from the proposed study will give the findings, conclusions and recommendations.
Compensation Management and Employee Wellbeing of Academic Staff in Ugandan Private Universities during COVID-19 Lockdown
(Interdisciplinary Journal of Education Research, 2021) Mugizi, Wilson; Rwothumio, Joseph; Amwine, Christopher M.
This study examined the impact of compensation management on academic staff's employee well-being in private universities in Uganda during the COVID-19 lockdown. Two dimensions of compensation management considered were compensation determination and compensation administration. Employee well-being was studied in terms of psychological well-being, social well-being, workplace well-being and subjective well-being. This study used a cross-sectional design on a sample of academic staff from five private universities. Factor analysis was used to identify key items of compensation management and employee well-being, followed by descriptive, correlation and multiple regression analyses. Multiple regression analysis assessed the magnitude and strength of the impact of compensation management on employee well-being. The results supported the hypotheses on the influence of compensation determination and administration on employee well-being. Therefore, compensation determination and administration are important in enhancing the academic staff's well-being in private universities in contingent situations such as COVID-19 lockdown. In managing compensation issues in contingent situations, managers of private universities should determine and administer compensation considering employees' interests. This study adds to the scanty literature on compensation management and employee wellbeing. It identifies compensation management factors that organisations should consider to promote employee well-being in contingent situations.
Constructing a Conceptual Framework for Quantitative Data Analysis in Social Science Research
(Interdisciplinary Journal of Education, 2019) Mugizi, Wilson
The article proposes how to construct a conceptual framework in social science research using the quantitative paradigm. The purpose of the paper is to provide a guideline for drawing a conceptual framework to students writing proposals based on scientific justification for data analysis. The paper explains how constructs are interlinked to develop a conceptual framework. The article argues that a conceptual framework is not a fixed network of variables but possesses ontological, epistemological, and methodological assumptions and each concept within a conceptual framework plays an ontological or epistemological role. The ontological assumptions explain how knowledge is or what knowledge is, the epistemological assumptions relate to how things really are done and how things certainly work in an assumed reality, and the methodological assumptions relate to the process of building the conceptual framework and assessing what it can tell us about the real world. Therefore, the conceptual frame shows how variables are interlinked, how analysis will be carried out and how the subsequent model will look like. In conclusion, the conceptual framework is not a form of fixed diagram but portrays the kind of analysis that will be or has been carried out in a study.
Determinants of Female Teachers Progress to Leadership in Government Aided Primary Schools in Ntungamo District, Uganda
(Open Journal of Leadership, 2019) Mugizi, Wilson; Masheija, Paulus January
This study explored the determinants of female teachers’ progress to leadership in government-aided primary schools in Ntungamo District. Specifically, the study explored how personality characteristics, school factors and social factors determined female teachers’ progress to leadership in government- aided primary schools. This cross-sectional study used a sample of 210 respondents and data were collected using a questionnaire survey. Data were analysed using descriptive analysis that included frequencies, percentages and means, and inferential analyses that were correlation and regression. Descriptive results revealed that the level of female teachers’ progress to leadership was good, had strong personality characteristics and experienced favourable school and social factors. Regression results revealed that organisational factors and social were positive significant determinants of female teachers’ progress to leadership while personality characteristics were negative and insignificant determinants. Therefore, the conclusions reached were that personality characteristics were not the most probable factors that determined female progress to leadership in primary schools, school factors were essential for female teachers’ progress to leadership in primary schools, and social factors were imperative for female teachers’ progress to leadership in primary schools. It was thus recommended that bodies charged with promoting of female teachers such District Education Service Commissions and schools leadership should assess personality characteristics of women when promoting them to leadership, those charged with management of schools such as District Education Officers, Inspectors of Schools, Schools Management Committees and head teachers should ensure that school factors promote female teachers progress to leadership, and leadership of schools from national to local level and community members should ensure that social factors in place promote female teachers progress to leadership.
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.
Effects of Urban Agriculture on the Socio-Economic Status of Farmers in Cities of Sub-Sahara Africa. A case of Zambia, South Africa, and Nigeria: A Review
(East African Nature and Science Organization, 2024-01-22) Ninsheka, Leonard; Ssemakula, Edward; Tiyo, Christopher; Kalibwani, Rebecca; Kityo, Ronald; Mugizi, Wilson; Byamukama, Willbroad
This paper reviews the current literature concerning the effect of urban agriculture on the socio-economic status of urban farmers in Sub-Sahara African Cities. The main objective of this review is to examine the impacts of urban agriculture on the socio-economic status of urban farmers in Sub-Sahara African Cities. Specifically, the paper reviews the impact of urban agriculture on income and food security as well as the benefits and challenges affecting urban Agriculture development in selected cities of sub-Saharan African countries. This paper reviews different articles and papers on urban farming in Sub-Sahara Africa and globally. The review posits that there is scanty information on how urban agriculture affects farmers' socio-economic status in sub-Saharan Africa. How farmers derive their social and economic status by engaging in urban agriculture, and the types and motivations of farmers are not clear. The review suggests that understanding the factors that are crucial for food security, income and related benefits in urban agriculture is essential to developing the right technologies and policies
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.
Headteachers' Leadership Practices and Students’ Discipline in Government Aided Secondary Schools in Bushenyi-Ishaka Municipality, Uganda
(Interdisciplinary Journal of Education Research, 2022) Mugizi, Wilson; Ampeire, Kariisa Henry; Birimbasa Kemeri, Jovlet
This study examined the relationship between headteachers' leadership practices and students' discipline in secondary schools in Bushenyi-Ishaka Municipality, Uganda. Particularly, the study tested the relationship between headteachers' collaborative culture practice and students' discipline, the relationship between headteachers' distributed leadership practice and students' discipline, and the relationship between the headteachers' interpersonal relationships leadership practice and students' discipline. The cross-sectional design was adopted using the quantitative and qualitative approaches. Data were collected on a sample of 310 teachers using a questionnaire survey. The findings revealed that while the collaborative culture and interpersonal relationship had a positive and significant relationship with students' discipline, distributed leadership had a negative and insignificant one. Therefore, it was concluded that the collaborative culture leadership practice is imperative for promoting students' discipline in secondary schools, distributed leadership practice is not an essential practice for promoting students' discipline in secondary schools, and interpersonal relationship leadership practice is vital for the promotion of students' discipline in secondary schools. Therefore, it was recommended that headteachers should promote collaborative culture practice in schools to promote students' discipline, headteachers should not overemphasise distributed leadership in implementing measures of promoting student discipline, and headteachers should prioritise enhancing interpersonal relationships in secondary schools to promote students' discipline.
Human Resource Development and Employee Job Satisfaction in a Public University in Uganda
(American Journal of Academic Research, 2017) Kanyiginya Tizikara, Mary; Mugizi, Wilson
The study investigated the influence of human resource development (HRD) and employee job satisfaction (EJS). Specifically, the study analysed the influence of human resource development constructs, namely employee performance appraisal, training and promotions on EJS. The correlational study involved 814 academic staff, administrative staff and support staff of a public university in Uganda. Data were collected using a self-administered questionnaire whose validity and reliability were tested using Factor Analysis and Cronbach Alpha. Descriptive results revealed that staff rated their EJS and implementation of HRD in terms of employee performance appraisal, training and promotions as moderate. Multiple regression results established that HRD had a positive significant influence on EJS. It was therefore concluded that, employee performance appraisal, training and promotions are essential prerequisites for EJS of staff in a public university to their jobs. It was thus recommended that stakeholders such as managers in the Directorates of human resource in public universities should implement employee performance appraisal, training and promotions to enhance EJS of staff.
Human resource development practices and organisational commitment of teachers in government aided secondary schools in Wakiso district, Uganda
(International Journal of Education and Social Science Research, 2019) Mugizi, Wilson
This study analysed human resource development (HRD) practices and organisational commitment (OC) of teachers in Government Aided Secondary Schools in Wakiso District, Uganda. Particularly, the study analysed the relationshi p between performance appraisal, training and promotion and OC. The study used a sample of 336 secondary school teachers who responded to a self-administered questionnaire. Descri ptive analysis, factor analyses, Cronbach alpha (?) tests and multi ple regression were carried out. Descri ptive analysis revealed that OC, performance appraisal and promotion were moderate while training offered was good. Factor analysis and Cronbach alpha (?) tests revealed that the items measuring HRD practices subscales were valid and reliable measures. Multi ple regression analysis revealed that performance appraisal and promotion had a positive and significant relationshi p with OC. However, the relationshi p between training and OC was negative and insignificant. It was concluded that in the context of secondary schools in Uganda, OC was problematic, the current performance appraisal and promotion approaches were insufficient but training was sufficient. Therefore, it was recommended that the Ministry of Education, Science, Technology and Sports (MoESTS) in liaison with head teachers should improve the implementation of performance appraisal, however they should not over prioritise the provision of training to teachers, and the Education Service Commission which is the body responsible for the promotion of teachers should reform the promotional practices.
Human Resource Management Practices: Developing and Testing an Instrument in the Context of Academic Staff in Universities in Uganda
(Journal of Educational Review, 2018) Mugizi, Wilson; Bakkabulindi, Fred E. K.
The purpose of this study was to develop and test instrument for HRM practices in the context of academic staff in universities in Uganda. HRM practices were operationalised as recruitment, selection, job design, training, performance appraisal, promotion, employee participation, rewards, job security and safety, and grievances handling mechanisms. In particular, the study sought to establish the validity and reliability of each of the 10 HRM practices and the correlation between them. The sample of 301 academic staff was chosen from four public and three private universities. The development and testing of the instrument was carried out basing on review of literature. The factors were tested using factor analysis and Cronbach alpha (á). The relationship between the HRM practices subscales was examined using Pearson product-moment correlations. It was found out that the items measuring HRM practices sub scales were valid and reliable measures. The correlation results suggested that the HRM subscales were independent with job design as the most independent subscale. It was concluded that the instrument provides appropriate measures for the different HRM practices.
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
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.
Instructional Leadership and Self-Efficacy of Academic Staff in Public Universities in Uganda
(East African Journal of Education Studies, 2024) Tiguryera, Scholastica; Mugizi, Wilson; Ssettumba, John Bosco
This study examined the casual linkage between instructional leadership and self-efficacy of academic staff in four public universities in Uganda. Particularly, the study investigated the influence of instructional supervision, curriculum coordination, profession development, and monitoring students’ progress on self-efficacy of academic staff in Ugandan public universities. The study was guided by the positivist research philosophy hence used the quantitative approach employing the correlational research design. Random sampling was adopted to obtain the academic staff members who provided data through a self-administered questionnaire. Partial least squares structural equation modelling (PLS-SEM) results revealed that of the four instructional leadership constructs, only curriculum coordination and monitoring students’ progress influence teacher self-efficacy. Professional development had a positive but insignificant influence, while instruction supervision had a negative and insignificant influence on teaching self-efficacy of academic. The study concluded that curriculum coordination and monitoring students’ progress are crucial for teacher self-efficacy while professional development and instructional supervision have a slight contribution. To foster teacher self-efficacy, instructional leaders in universities should prioritize effective curriculum coordination and monitoring of students' progress
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.
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.
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
Leadership Styles and Retention of Teachers in Private Primary Schools in Bushenyi-Ishaka Municipality, Uganda
(Open Journal of Leadership, 2019) Mugizi, Wilson; Tumuhaise, Grandford; Samanya, Bulhan; Ogaga Dafiewhare, Augustina
This study examined the relationship between the leadership styles and retention of teachers in Bushenyi-Ishaka Municipality, Uganda. Leadership styles were studied in terms of transformational, transactional and laissez-faire on a sample of 107 primary school teachers. The study adopted the correlational design and data were collected using a self-administered questionnaire. Data analysis involved descriptive and inferential analyses. Descriptive results revealed that teacher retention was good. Nevertheless, while the use of transformational leadership was also good, there was moderate use transactional leadership and low use of laissez-fair leadership was lowly used. Regression analysis revealed that transformational leadership had a positive significant relationship with retention of teachers. Nevertheless, transactional leadership had a positive but insignificant relationship with retention of teachers while laissez-faire leadership had a negative and insignificant one. Therefore, it was concluded that transformational leadership is imperative for retention of teachers, transactional leadership is not the most probable leadership style for retention of teachers, and laissez-faire leadership is not a desirable leadership style. The recommendations of the study are that head teachers should make it a priority to be transformational in their leadership, should limit their use of transactional leadership style, and avoid laissez-faire leadership.
Measuring Digital Teaching Competence of Academic Staff in Public Universities in Uganda
(African Journal of Education, Science and Technology, 2023) Mugizi, Wilson; Rwothumio, Joseph; Kasule, George W.
The unanticipated lockdown of campuses of universities caused by COVID-19 disrupted education worldwide. Nonetheless, the benefit that came with the lockdowns is that, while previously interest in online learning was an emerging unique mode of delivery used by particular institutions, it expanded to virtually all universities leading to large-scale digitizing of teaching and learning. However, in Uganda, public universities have been slow at digitizing their education compared to private universities. This study measured the digital competence of academic staff in public universities. Digital competence of academic staff was anchored in the UNESCO (2018) ICT Competency Framework for Teachers and the TPACK model. Digital teaching competence was measured in terms of course design, technical competence, communication competence, and time management competence. Using the survey design, data were collected from a sample of 327 academic staff from a population of 2225 academic staff from four public universities in Uganda using a self-administered questionnaire. Descriptive statistics and structural equation modelling using partial least squares structural equation modelling (PLS-SEM) were used to analyze the data. Descriptive results revealed that; course design, technical, communication and time management competences were high. PLS-SEM indicated that the four measures appropriate measures of digital competence. It was concluded that academics in public universities have the digital competences necessary for effective digitalization of education and technical, course design, course communication, and time management competences are appropriate measures for digital teaching competences. Therefore, the study recommended that managers of universities should take advantage of course design, technical, course communication and time management competences of academic staff to roll out digital education at a large scale. Also, scholars can use course design, technical, course communication and time management competences as measures of digital teaching competence.

Browsing by Author "Mugizi, Wilson"

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