Browsing by Author "Musaazi, John C. S."

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    Instructional Supervision and the Pedagogical Practices of Secondary School Teachers in Uganda
    (Journal of Education and Practice, 2016) Malunda, Paul; Onen, David; Musaazi, John C. S.; Oonyu, Joseph
    This paper looks at the effect of instructional supervision by school authorities on the pedagogical practices of teachers in public secondary schools in Uganda. To date, research into this field in the country has focused more on the technicalities of supervision rather than on how the teachers have been responding to it. The study employed a descriptive cross-sectional survey design, in which both quantitative and qualitative methods of data collection and analysis were applied. Study respondents included 934 teachers randomly selected from 95 public secondary schools, 76 head teachers, and two officials from the Directorate of Education Standards of the Ministry of Education and Sports. Ordered logistic regression technique was used to establish the effect of instructional supervision on the pedagogical practices of teachers. Findings of the study revealed that both classroom observation (odd ratio=4.1; p=0.000<0.05) and portfolio supervision (odd ratio=2.3; p=0.000<0.05) have statistically significant effect on the pedagogical practices of teachers in public secondary schools in Uganda. Furthermore, the study established that school authorities were inadequately carrying out instructional supervision, thereby leaving teachers to employ ineffective pedagogical practices. The study concluded that teachers’ pedagogical practices are dependent on the manner in which they are supervised, other factor notwithstanding. Therefore, in order to augment the pedagogical practices of teachers, school inspection by the Directorate of Education Standards should be increased and regular in-service training needs to be provided to head teachers as well as subject heads on how to conduct classroom observations and portfolio supervision in schools.
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    The Mediating Effect of Affective Commitment on the Relationship between Human Resource Management Practices and Turnover Intentions of University Employees
    (Education Quarterly Reviews, 2020) Tumwesigye, Godfrey; Onen, David; Oonyu, Joseph; Musaazi, John C. S.
    In this study, we explored the mediating effect of affective commitment on the relationship between human resource management practices (HRMPs) and the turnover intentions of university employees in Uganda using the theoretical lens of social exchange theory. The study was instigated by reportedly persistent increase in the cases of employee attrition in higher education institutions in Uganda in spite of Government’s attempts to improve the working conditions of the university employees. Using the cross-sectional survey research design, data were collected with the use of an adapted self-administered questionnaire from a sample of 722 academic and non-academic employees of three public and three private universities in Uganda. The results of structural equation modelling (SEM) indicated that HRMPs were significant positive predictors of affective commitment (rewards: β =.225; p<.001), promotions: β =.228; p<.001; and job security: β = .141; p<.001). However, HRM practices were negative predictors of turnover intentions (rewards: β = -.228; p<.001; promotion, β = -.215; p<.001; job security, β = -.138; p<.001). Furthermore, affective commitment was indeed a significant mediator of the relationship between HRMPs and turnover intentions of university employees. These findings made us draw the conclusion that when university employees perceive the institution’s HRMPs to be favourable, they will not only become committed to the organisation but also desire to remain working longer for it. Therefore, we recommend that the university managers in Uganda and similar countries should formulate and practise human resource management styles that do not only spur employee commitment but also enhance staff retention.
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    Teacher Evaluation and Quality of Pedagogical Practices
    (International Journal of Learning, Teaching and Educational Research, 2016) Malunda, Paul; Onen, David; Musaazi, John C. S.; Oonyu, Joseph
    This study explored the extent to which teacher evaluation influences the quality of pedagogical practices in public secondary schools in Uganda. It was triggered by the persistent criticisms about the deteriorating quality of teaching and learning in secondary schools in the country. The study was approached from the positivist research paradigm. However, a descriptive cross-sectional survey research design was specifically used to conduct the study. Data were collected from 76 head teachers and 960 teachers drawn from 95 public secondary schools and two officials from the Uganda’s Ministry of Education, Science, Technology and Sports (MoESTS) using survey and interview methods. Ordered logistic regression and content analysis methods of data analysis were used to establish the influence of teacher evaluation on the quality of pedagogical practices in the schools. Study findings revealed that both formative (coeff. =5.557; p=0.000<.05) and summative (coeff. =3.056; p=0.000<.05) teacher evaluations significantly influence the quality of pedagogical practices in school. Thus, it was concluded that the way teachers teach, is partly determined by how well and regularly they are evaluated, other factors notwithstanding. Therefore, the researchers recommended that in order to enhance the quality of pedagogical practices, MoESTS needs to develop standard formative evaluation tools that can be used for continuous teacher evaluation as well as train head teachers on how to effectively appraise their staff.