Browsing by Author "Ogaga Dafiewhare, Augustina"
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Item 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, AugustinaThis 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.Item Student-Centred Pedagogical Approach and Student Engagement at a Private University in Western Uganda(Education Journal, 2021) Mugizi, Wilson; Katuramu, Abeera Odetha; Ogaga Dafiewhare, Augustina; Kanyesigye, JohnThis study investigated the relationship between the student-centred pedagogical approach and student engagement at a private university in Western Uganda. The student-centred approach was studied in terms of active learning, contextual learning, motivation of learners and collaborative learning. On the other hand, student engagement was conceptualised in terms of behavioural, affective, cognitive and agentic engagements. The study adopted the cross-sectional research design on a sample of 264 undergraduate students. Data were collected using a self-ad mistered questionnaire and analysed quantitatively. Descriptive analysis showed that students rated their levels of engagement and lecturers use of the student-centred approach as high on all aspects. Regression analysis revealed that the student-centred approaches of active learning, contextual learning, motivation of students and collaborative learning had a positive significant relationship with student engagement. It was concluded that the teacher-centred pedagogical approaches namely; active learning, contextual learning, motivation of students and collaborative learning are imperative for promotion of student engagement. Therefore, it was recommended that university lecturers should promote the use of those approaches when conducting teaching in universities.Item Talent development practices and work engagement of in-service teachers at a private university in Western Uganda(Journal of Educational Research and Reviews, 2020) Mugizi, Wilson; Ogaga Dafiewhare, Augustina; Manyange, Michael; Kiyundo Zikanga, DinensioWork engagement is the positive fulfilling work-related state of mind that is characterised by vigour, dedication and absorption. This study investigated factors that promote work engagement of teachers in schools looking at talent management practices. The talent management practices considered were performance appraisal, training and promotion. Specifically, the study examined the relationship between talent development practices and work engagement of in-service primary teachers at a private university in Western Uganda. In particular, the study sought to establish the relationship between performance appraisal, training, promotion and work engagement of in-service teachers. The study adopted a correlational research design to carry out the study. A self-administered questionnaire was used to collect data from 120 in-service teachers. The study findings revealed that for work engagement aspects, employee vigour and dedication of in-service teachers were high whereas absorption was moderate. With respect to talent management practices, performance appraisal and training were high but promotion was moderate. Regression analysis revealed that performance appraisal, training and promotion had positive and significant relationships with work engagement. It was concluded that performance appraisal, training and promotion are important for work engagement of teachers. Therefore, it was recommended that practitioners and head teachers ensure that the performance appraisal requirement is implemented effectively. Practitioners and head teachers should also ensure that teachers are offered regular training and are encouraged to go for further studies. Additionally, practitioners should implement a transparent promotion process that is regular.