NRU :: Browsing by Author "Muweesi, Charles"

Browsing by Author "Muweesi, Charles"

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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
Constructs in Leadership Style’s Choice based on Workplace Experience in Ugandan Secondary Schools
(The European Educational Researcher, 2019) Nansubuga, Kimbowa Olive; Muweesi, Charles; Zhao, Lan; Mutebi, Abubaker
This qualitative study was done on the head teacher’s choice of leadership styles and their implication for better performance using one selected Private school in Mukono District (Uganda). It established that, head teacher’s choice of leadership styles did not cause any hindrances amongst his staff so they worked harmoniously to achieve the set targets and goals, motivational-skills and team playing-role in all that happens in the school fosters active participation of all stake holders which eventually leads to attainment of results as targeted, thus recommending for effective delivery of quality education services and improved students’ academic performance is to be attained. Keywords: Education in Mukono, MBWA Style of Management, Leadership Styles in Schools, Secondary Education in Uganda, Teachers Leadership
Contribution of the Skills-Based Approach to Teaching Students in Lower Secondary Schools and on Poverty Reduction After COVID-19 Disruptions in Communities in Jinja North Division, Uganda
(Paradigm Academic Press, 2023) Namasoga, Martha; Kaahwa, Yuda Taddeo; Muweesi, Charles; Kabasiita, Jessica; Kaweesi, Muhamadi; Namagero, Shira Tendo; Kabeera, Pontian; Isabirye, Christopher; Kasirye, Richard; Namukose, Sarah; Kuteesa, Mugenyi Disan; Mutebi, Abubaker; Sserwadda, Lawerence; Muwagga, Anthony Mugagga
The study sought to examine the contribution of the skills-based approach to teaching students in lower secondary schools after COVID-19 disruptions and poverty reduction. The study was purely qualitative in nature and data were obtained using interview guide and focus discussion. Findings revealed that skills-based education is given to students through class talks, but other living skills such as self-worth, decision-making, and successful communication are not given priority. HIV/AIDS prevention and health education initiatives are implemented to raise awareness, change attitudes, and promote healthy sexual behaviour. Skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports and games. These gains bring about employment and money to fight poverty. Parents are failing to provide instructional materials, leading to an increase in drinking alcohol and smoking, a lack of interest in reading, and an increase in the student-to-teacher ratio. This leads to late coming, dodging of school, and abolishment of punishment and promotion. The study concluded that skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports, and games. Also, other life skills such as self-worth, decision-making, and successful communication are not given priority. Based on the conclusion the study recommends that all teachers should be involved in the implementation of a skills-based curriculum for effectiveness, the government should supply schools with materials such as computer sets and sewing machines among others to enhance practical training of students and academics should be balanced with extracurricular activities such as debating and games for the cognitive and mental development of the learners. Keywords: Skills-based approach, poverty reduction, practical training, cognitive and mental development
Correlates in granting students loans in Uganda:
(Academic Journals, 2022) Muweesi, Charles; Shizhou, Lou; Muwagga, Mugagga Anthony; Cuiying, Wang; Ssali, Kizza Francis; Tomusange, Robert; Mugenyi, Kuteesa Disan; Namagero, Tendo Shira
This mixed research study focused on the selection criterion and guidelines used by the Higher Education Students Financing Board (HESFB) in granting students loan scheme to University Students in Uganda with a sample from Makerere University. Findings revealed that the majority of the loan beneficiaries are aware of these guidelines and one to benefit from the scheme had to formally pass A level education stage with 3 principle passes in a science subjects combination and are selected after filling a standard application form. Although many come from low economic family status with heavy household poverty, the study concluded that the selection criteria favors students who have passed science subjects and thus leaving behind impoverished students from humanity study disciplines/courses. Thus it recommends a framework for the need to revise the guidelines to cater and consider all backgrounds of applicants for this loan scheme irrespective of their course, family background and economic status to achieve the program goal as it's done in other countries. Key words: Loan scheme guidelines, Higher Education Students Education Financing Board (HESFEB policy program, financing higher education.
Discourses in ICT integration :
(Educational Research and Reviews, 2021-05) Muweesi, Charles; Shizhou,Lou; Salome, Jerome Kotira; Tomusange, Robert; Sserwadda, Lawrence
This study sought to recognize the tricky keystones in the execution of the amalgamation of ICT usage during teaching and learning in Ugandan city primary schools in Kampala focusing on the cumbersomeness teachers face while employing modern ICT tools and pedagogical experiences. Amixed research design with compliments from questionnaires, interviews and classroom observations was employed in the study to obtain data from the respondents (N=80). It was observed that teachers and students occasionally/rarely had access to technological tools due to limited time allocation and an insufficient number of technological tools and this negatively affects lessons. Teachers’ lack of ICT skills is due to inadequate training that intensely influences the use of ICT in the classroom despite most of the schools being highly populated. It was thus established that for effective and efficient use of ICT tools in Ugandan schools, the government via the Ministry of Education should consider involving all teachers in rigorous ICT training to gain adequate knowledge and skills. The more ICT training is prioritized, the more integrating ICT in pedagogical orientation in primary schools will be enhanced. Thus, teacher access to personal laptops, exposure laboratories, and teacher’s continuous ICT training sessions could be a good recommendation/justification if the government is to achieve its vision 2040 ICT agenda. Key words: Primary education in Uganda, ICT usage agenda, Vision 2040 in Uganda, teacher’s digital pedagogy.
Does Learners’ School Security and Safety Measures Impact on Learners Academic Performance? Tales with focus on Selected Primary Schools in Majanji Sub-County, Busia District
(Paradigm press, 2022) Wanyama, Anthony; Muweesi, Charles; Tomusange, Robert Disan; Kuteesa, Mugenyi; Namagero, Shira Tendo; Isabirye Christopher
The study was intended to establish the effect of school security and safety on learners’ academic performance in selected primary schools in Majanji Sub County, Busia District. With intent to find out the factors influencing learners’ academic performance as well as identifying the strategies in place to cater for school security and also determine the effect of school security strategies on learners’ academic performance. Findings showed cases of early pregnancies or early marriages, failure to consider children’s rights and presence of learners with emotional problems. Conclusively, an unsafe school is more likely to result in students who have emotional problems, particularly direct victims of violence or bullying. Consider setting up a hotline to allow victims and witnesses to report occurrences in confidence. Some public schools are increasingly enforcing uniforms for all pupils, just like private institutions. Thus, the study recommends that schools work with the parents together with development partners and government to put up security systems in schools for learners’ safety. Keywords: Effect of security, school environment, academic performance, primary school
Education as a necessity of life:
(British Educational Research Association, 2024-01) Muweesi, Charles; Namukose, Sarah; Muwagga, Mugagga Anthony
Every country desires and aspires for an education system that caters for learners’ physiological needs, belonging, love, self-esteem, security and self actualisation at the top, which are rarely provided by a few countries. With a review focus on the Ugandan education system, several challenges related to the education borrowing suggestions as proposed by John Dewey have been attributed to creating an environment that has seen most graduates ending up unemployed, and with leadership challenges, inadequate funding, poor teacher perception, low research and innovations in higher institutions of learning, less involvement of the informal sector in development, low literacy levels, political interference among others. Thus this exploratory analytical-qualitative review focuses on John Dewey's teachings in his book Education and Democracy—specifically chapter 1, ‘Education as Necessity for Life’—with attention on how education as an engine that empowers life, ensures independence through self-reliance, sustenance, freedom, and is syndrome-free to enhance appreciation of the contemporary trends in education—critical aspects that are extremely lacking within the current Ugandan education system and can impact on the future of education to the future of education as recommended in National Development Plan III (NDP III). Thus the review recommends that while reflecting on the state of the Ugandan education system, there is a need to revitalise the research and innovations in higher institutions, especially catering for an integral-education system with a focus on science, technology, engineering and mathematics (STEM) from primary school to university, involvement of the informal sector through skills education as proposed by the Ugandan Vision 2040 and NDP III, as well as addressing low literacy levels and providing adequate Teaching and learning through quality and balanced funding from all relevant government agencies and development partners. KEYWORDS Education philosophy, international and comparative education, education policy
Efective financial resources management for school improvement and development in Uganda.
(African Journal of Educational Management, Teaching and Entrepreneurship Studies., 2021-04) Tomusange, Robert; Muweesi, Charles; Kyagaba, Aisha
This paper sought to explore the extent to which financial resources can be managed and optimized to foster school improvement and development in Uganda. The research questions aimed at investigating the nature and amount of the governments' and parents' Contributions, how financial resources are optimized to achieve school budgetary objectives, and its effect on school developments such as the provision of facilities, infrastructure, and instructional materials in secondary schools. Statistics from the annual budget estimates of the Ministry of Finance, Planning and Economic Development quoted in the Education, and Sports Sector Strategic Plan 2017/18 2019/20 (Ministry of Education and Sports) is expounded to answer the research questions. Comparisons are drawn to other countries, including the USA and China; however, the underlying principle is that it may not necessarily be the amount of financial resource invested in the education sector that matters but the concentration on financing key areas that affect the social and economic aspirations of a particular country. For example, Sub-Saharan Africa ought to channel resources in secondary Education with a core value of fighting ignorance, disease, and poverty. A combined Keynesian-Schumpeterian economic approach has been proposed to emphasize government increased expenditure on education to boost aggregate demand while at the same time encouraging innovations (technological developments) in line with social-cultural patterns of society to foster school improvement in Uganda. Keywords: School Developments, Optimization, Keynesian-Schumpeterian, Financial Resources Management
Epistemological Dynamics and Incorporation of Appraisal Practices in Kampala Archdiocesan Secondary Schools
(Open Access Library Journal, 2018) Muweesi, Charles
Using selected secondary schools in Kampala Archdiocese, the study was intended to establish the appraisal practices used to assess teachers’ performance in secondary schools in Kampala Archdiocese, Census and simple random sampling techniques were used to select the 196 respondents from a study sample population of 401 persons. Information was solicited through the use of face-to-face interviews with the head teachers and self-administered questionnaires which were distributed to teachers in the study area. Survey and questionnaire were used to collect data and after collecting data, descriptive statistics and percentages were computed with the help of SPSS computer package to analyze and facilitate discussion of findings. The study also found out that teachers are appraised; more than one performance appraisal method is used. It was concluded that among others, teachers’ negative attitude towards the performance appraisal process is one of the difficulties which beset its conduct. The study recommended that among others, management ought to ensure that there is effective communication and information dissemination to teachers immediately after the performance appraisal is conducted, the appraisers ought to adopt a more cooperative approach during the appraisal exercise, get the full participation of teachers and change their attitude towards the performance appraisal process, and sensitization should also be intensified on the relevance and purposes of performance appraisal on improving teachers’ performance. Subject Areas: Education Keywords: Appraisal Practices, Types of Appraisals, Ugandan Secondary Schools
Gender and participation in sexuality extra-curricular education in primary schools in Bugiri municipality, Uganda.
(Paradigm Academic Press, 2022-10) Muweesi, Charles; Basan, Muhamed Khan
The paper intended to investigate the incorporation of gender and sexuality in extra-curricular education among primary schools in Bugiri Municipality with focus on highlighting the significance of sexuality education outside of the classroom, to determine how much gender is considered in extracurricular sexual activities as well as identifying obstacles to gender inclusion in extra-curricular sexuality education. The study was qualitative in nature. Findings indicate that sex education helps reduce teen pregnancy, which can hinder possibilities for school and other aspects of life. It has been shown to be more successful in preventing STDs than education that only stresses abstinence until marriage. Sexually active teens are more likely to postpone their first encounter and take contraception overall. Too many young people get muddled and inconsistent information about relationships and sex. In addition, Sexuality education aims to raise awareness of gender-based violence and advance respect-based human rights for all. Such a position is hypothesized using inclusive and post-structuralist conceptions of gender and sexuality. The fact that these subjects have been handled successfully does not exclude linking them to utterances that can portray them as a potential threat. Further, many schools have created CSE curriculum, but difficulties with program design and roll-out prevent their complete implementation. Issues include ineffective methods for monitoring and evaluating teachers and pupils on CSE. Changes in educational administration (such as a change in the minister) affect implementation strategies. Conclusively, the process of teaching and learning about the cognitive, emotional, physical, and social elements of sexuality is known as comprehensive sexuality education (CSE) it strives to provide knowledge that will enable kids and teenagers to achieve their health, happiness, and dignity. CSE aims to spread awareness of gender violence and to advance respect-based human rights for all. Keywords: gender, primary school, comprehensive sexuality education, human rights, school family initiative
Gender Bias in Educational Material and Teaching Practices in Schools:
(Advances in Social Sciences and Management, 2024-01) Muweesi, Charles; Mugenyi, Kuteesa Disan; Kaweesi, Muhamadi; Kabasiita, Jessica; Namaganda, Rose Mirembe
This study investigated gender bias in educational materials and teaching practices in a case study of public secondary schools in the Iganga district and objectively focused on; examining the indicators of gender bias in the preparation of educational materials and content delivery, identifying factors contributing to gender bias in educational programs, and examining the functional attempts made to eliminate gender bias to enhance teaching practices. Qualitative Oral-narrative results from teachers were obtained and reported in story form, while results from headteachers were obtained and reported verbatim. Findings indicated that there were several indicators of gender bias in the public secondary schools in Iganga District. This was reflected in leadership, where female headteachers were scarce, with only two schools having female principals. Besides, the internal administrative responsibilities were biased against females, as heads of disciplinary committees were predominantly male teachers, as were directors of studies and other positions. The causes for these, as per the findings, were: the perception that some jobs were best performed and suited for females; the flexibility aspect, as men were found to be so tough and rigid; and the favouritism aspect. Functional mechanisms for reducing gender biases in public secondary schools included, among other things, posting anti-gender bias messages on classroom and office walls, balancing responsibilities, and suggestion boxes. Conclusively, in almost all public secondary schools in Iganga District, there is no female head of the disciplinary committee an indicator of gender bias in the assignment of disciplinary committee responsibilities. Many female teachers are denied certain responsibilities because they are either married or unable to attend to their responsibilities at certain times of the day. The major recommendation is that every teacher should be required to ensure that gender-sensitive messages are disseminated and posted on walls and in appropriate places. Keywords: Educational Materials, Iganga District, Gender Bias, content delivery, public secondary schools
Global crisis management and higher education :
(John Wiley & Sons Ltd., 2022-07) Oleksiyenko, Anatoly; Mendoza, Pilar; Cárdenas Riaño, Fredy Esteban; Dwivedi, Om Prakash; Kabir, H. Arif; Kuzhabekova, Aliya; Muweesi, Charles; Vutha, Ros; Shchepetylnykova, Ielyzaveta
Campus crisis management remains an understudied topic in the context of COVID -affected higher education. In this paper, we contrasted the ability to tame the wicked problems brought by the pandemic of COVID-19 in private and public universities in Bangladesh, Cambodia, Colombia, India, Kazakhstan, Uganda, and Ukraine. The cross-country analysis and diversity of institutional types allowed us to consider a wide range of challenges faced by academic leaders and their institutions during the global pandemic. By drawing on institutional policy reviews and interviews with university administrators, we have examined tensions between the human and institutional agencies on these crisis-stricken campuses given differing institutional coupling, sizes, resources, and missions. The focus on agential co-dependencies and institutional coupling lays the ground for conceptualizing campus crisis management as a culturally specific construct in the context of higher education affected by the global pandemic. KEYWORDS COVID-19, crisis management, global higher education, human agency, institutional agency
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
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.
Identification of career needs and dual career development among students in secondary schools in Uganda.
(East African Journal of Education Studies, 2014-02) Yapsoyekwo, Justine; Muweesi, Charles; Nassaka, Olivia Banja; Kagoire, Mary Ochieng; Mugenyi, Disan Kuteesa; Nambale, Moses Geoffrey; Musinguzi, Faith Mbabazi
The research looked at the influence of identification of career needs on dual career development among students. The study adopted a descriptive survey design, incorporating both qualitative and quantitative approaches. The target population of study was 360 and a sample size of 186 people who included students who had participated in games and sports, directors of studies, career guidance teachers, games teachers, sports officers, head teachers and deputy head teachers. Data was collected using a self administered questionnaire and interview method. The findings revealed that for identification of career needs and dual career development, R2 = .297, F=77.304, Sig= .000 < .05 for academic career while for sports career R2 = .072, F=14.184, Sig= .000 < .05, thus identification of students' career needs had a higher magnitude of influence for academic than for sports career development; thus to be able to support students in identification of career needs, the teachers should be trained and empowered with the requisite information about the various careers available. Keywords Identification of Career Needs, Dual Career Development, Students, Sebei Sub-Region, Uganda
Integration of Students’ Career Opportunities and Dual Career Development among Students in Secondary Schools in Sebei Sub-Region, Uganda
(East African Journal of Education Studies, 2024) Yapsoyekwo, Justine; Nassaka, Olivia Banja; Muweesi, Charles; Kagoire, Mary Ochieng; Nambale, Moses Geoffrey; Nabateregga, Judith; Musinguzi, Faith Mbabazi; Sserwadda, Lawrence; Eryenyu, Charles; Namaganda, Rose Mirembe
While combining academic and sports development is believed to provide opportunities that enable an individual to possess a better-balanced lifestyle, a stronger sense of self in areas other than sports, and greater life skills beyond their athletic career, the process is challenging and presents several barriers. The purpose of this study was to investigate the influence of integrating students' career opportunities on dual career development among students with a careful interest in how dual careers have become a relevant matter in the world of work as one of the tools that can improve social life. The study adopted the descriptive survey research design with both qualitative and quantitative approaches in which a population involving headteachers, deputy headteachers, directors of studies, career guidance teachers, games teachers, sports officers, and students who have been involved in games and sports in the schools were targeted. The study used a sample of 186 people selected using purposive, simple random and cluster sampling techniques. A pre-tested, validated, self-administered questionnaire and interview guide were used to gather data. The findings of the study revealed that for integration of students' needs with careers and dual career development, R2 = .495, F=179.242, Sig= .000 < .05 for an academic career and R2 = .670, F=371.676, Sig= .000 < .05 for a sports career. The study concluded that the integration of students' needs with careers had a higher influence on sports than on academic career development. The study finally recommends that career teachers need to provide guidance tailored to the needs of each student to allow for the integration of student needs with career opportunities. Mass guidance to groups of students does not provide for the integration of individual needs
Interpersonal Relations as a Determinant of Academic Staff Retention in Public Universities in Uganda
(East African Journal of Education Studies, 2024-11) Ssali, Francis Kizza; Muweesi, Charles
The study aimed to determine how interpersonal relationships determine the retention of academic staff in Makerere and Kyambogo Universities. It was specifically guided by four specific objectives for instance to determine how lecturer – lecturer, lecturer – manager, lecturer – students and lecturer to nonteaching staff determine academic staff retention. The study is based on Comte’s positivist philosophy. Its respondents were 298 academic staff selected using a stratified random sampling technique. Data was collected using a self-administered questionnaire with items adopted from other instruments with reliabilities and validities greater than 0.7. Data were analyzed using SPSS and the hypotheses were tested with the use of simple linear regression analysis technique. The findings showed that lecturer–lecturer, lecturer–manager, and lecturer-non-teaching staff insignificantly determined academic staff retention (ASR) in Makerere and Kyambogo Universities. Finally, lecturer-to-student relationships significantly determined the retention of academic staff. Thus, it was concluded that certain interpersonal relationships (lecturer-lecturer, lecturer-manager, lecturer-non-teaching staff insignificantly determine retention of ASR in Makerere and Kyambogo Universities while lecturer-student relationships significantly determine ASR. Also, it was recommended that the two universities should design and implement policies that promote positive lecturer-to-student relationships. Keywords: Academic Staff Retention (ASR), Interpersonal Relationships, Lecturer-Lecturer Relationships, Lecturer-Manager Relationships, Lecturer-None Teaching Staff Relationships, Lecturer Student Relationship
Perception of teachers of English towards boys in English lessons in secondary schools in Uganda :
(East African Journal of Education Studies., 2023-07) Kaahwa, Yuda Taddeo; Sentamu, Richard; Muweesi, Charles; Atugonza, Sarah
The study investigated why boys perform poorly in the English language in secondary schools, with a focus on schools in Uganda. The specific objective was: to establish the perception of teachers of English towards boys in English lessons in Uganda. An explanatory case study research design was adopted, and 20 study participants were included in this study. Purposive sampling techniques were used to reach the respondents and the primary data was collected using interview guides, observation checklist and document analysis. Findings revealed that teachers of the English language perceive boys as not cooperative in class; they are stubborn, disturbing, and much disorganized with low interest in the subject. Findings further revealed that some teachers are supportive and accommodative whereas some are cold-hearted towards them. The administrators also said that the performance of boys in the English language has been deteriorating for the last four years since 2018 when it comes to the UCE results. It was recommended that Teachers need to improve their pedagogical approaches in order to interest boys in English Language subjects. Boys need to be trained in better ways in which they can read the English language and be independent thinkers than always following their peers. In addition, Boys in secondary schools need to change their attitude and feeling towards the English language and take it as a serious subject like other subjects. Developing a positive perception and attitude towards the subject will enable them to improve their grades. Further still, boys should not perceive the English language as a subject for only girls because there are male teachers of the English language and doing it perfectly well with ease. Keywords : Perception, English Language Subject, Teacher of English, Academic Performance
School Policy Commitments to Staff and Students’ Welfare: A Case Study of Public Secondary Schools in Iganga District, Uganda
(Research and Advances in Education, 2022) Nabirye, Rose; Muweesi, Charles; Kaweesi, Muhamadi; Tomusange, Robert; Cuiying, Wang; Isabirye, Christopher; Mugenyi, Kuteesa D.; Kabasiita, Jessica
The study was carried out on school policy commitments to staff and students’ welfare in public secondary schools in Iganga District, Uganda with focus on: the indicators of need for school policy commitment to teachers and students’ welfare as well as establishing the effect in a qualitative approach using interviews. The findings indicate that effective school discipline procedures support kids’ decision-making and academic attention. Teenagers that receive sex education are better able to grasp their biological makeup and become more mature. Thus, the sex education policy aids in informing and educating children about puberty and gives them confidence to speak up when boundaries are crossed. Breakfast and lunch are provided to every student in practically every public secondary school. An after-school snack and dinner are also offered to those taking part in extra-curricular activities. Therefore, students are better able to concentrate on studying when they feel comfortable. Students need to be disciplined to make significant academic progress, yet many institutions struggle in this area. Results show that teachers who emphasize timelines in finishing activities end up failing to finish syllabi.
Sickness Presenteeism Correlates to Teaching-Learning Activities:
(Paradigm Academic Press, 2024) Wanyama, Anthony; Muweesi, Charles; Nabateregga, Judith; Kabasiita, Jessica; Mugagga, Muwagga Anthony; Sserwadda, Lawrence; Ssemakula, Noah; Nassozi, Pomlet; Mugenyi, Kuteesa Disan; Tomusange, Robert; Namaganda, Rose Mirembe; Mugabo, Augustine; Zerubabe, Franklee Onyadi
To evaluate the implications of sickness presenteeism on the teaching-learning services in public secondary schools in Busia district, Eastern Uganda. The study adopted a cross-sectional design and gathered responses both qualitatively and quantitatively using structured interviews and questionnaires from secondary school teachers and Headteachers in government secondary schools in Busia District. The study used a stratified sampling technique with a sample size of 215 respondents. The study reveals that teachers’ on-time work plans, focus on their duties, and understanding of students’ needs and learning styles are crucial for effective teaching and learning. Teachers must prioritize and meet deadlines to maintain classroom cleanliness and discipline. The study recommended that the Ugandan government, through the Ministry of Education and Sports, should provide continuous professional development opportunities for teachers, enabling them to update their skills and knowledge. Additionally, the government should put in place mechanisms to encourage the use of technology in classrooms to foster interactive and engaging learning environments. Implication of the study, the government through the Ministry of Education and Sports should advocate for the introduction of insurance for teachers to further support and incentivize their commitment to their profession. This insurance could provide financial protection for teachers in the event of illness, injury, or any unforeseen circumstances that may prevent them from working. By offering this benefit, schools can demonstrate their commitment to the well-being of their teachers and their dedication to ensuring their job security. Keywords: Sickness presenteeism, employee culture, teaching and learning, staff wellness

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