Browsing by Author "Ocheng, Mary Kagoire"

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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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    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
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    The ‘Self’ of Hearing-Impaired Learners and their Transition from Primary to Post-Primary Education in Uganda
    (East African Journal of Education Studies, 2024) Ssebyanzi, Bonaventure Wasswa; Ocheng, Mary Kagoire
    In Uganda, post-primary education is one of the milestones in a child’s education. It is characterized by many challenges, particularly faced by learners with hearing impairments attempting to transition from primary to post-primary level. The transition has long been recognized as one of the most challenging issues for learners with hearing impairments, yet it has not been resolved by impeccable empirical scrutiny. This quagmire prompted the researcher to use a phenomenological investigation to explore the significant self-concepts affecting the learners’ transition from primary to post-primary studies. Interviews and group discussions with randomly selected learners who had joined and those who had failed to proceed to post-primary schools were involved. Also, corroborative views and opinions were obtained from preferred teachers and parents in interviews and discussions. It was discovered that the transition of learners with impaired hearing from primary to post-primary level was substantially influenced by family socioeconomic status, gender, age, health, and the learner’s cultural issues – validating the applicability of Schlossberg’s Theory of Transition to provide person-centered answers to transition deterrents, inhibiting the learners from joining and or staying in post-primary schools. It was recommended that self-advocacy training at the primary level be enhanced to help learners develop the skills they need for confidence growth in their abilities before, during and after the transition to post-primary educational institutions