Browsing by Author "Namaganda, Rose Mirembe"

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    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
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    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
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    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