Browsing by Author "Tamale Kaggwa, Victoria"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    The Dynamics of Shared Leadership in Institutional Management: The Case of Public Universities in Uganda
    (Advances in Social Sciences Research Journal, 2017) Sekiwu, Denis; Tamale Kaggwa, Victoria
    This study investigated the dynamics of shared leadership in university management in Uganda. Using data from two public universities and a sample of 100 participants, the results from a univariate analysis show that, the practice of shared leadership in university has since improved but much felt at the lower and middle-line management levels. Employing a Factor Analysis, a host of factors influencing shared leadership in a university management context have been reduced whereby institutional cohesion, expert contacts and shared responsibility are highly valued factors; mutual support, communicating institutional expectations, and autonomy and self-management are moderately valued factors; while networking for a common institutional vision is least valued as motivators of shared leadership in university management in Uganda. The researchers concluded that shared leadership can be optimally practiced where a participative management model prevails to allow room for the vertical distribution of authority throughout all the institutional structures.
  • Thumbnail Image
    Item
    Parent Involvement in Child Education as a Correlate of Academic Performance: Analyzing Denominational Secondary Schools in Uganda
    (Advances in Social Sciences Research Journal, 2019) Sekiwu, Denis; Tamale Kaggwa, Victoria
    The study examined how parent involvement in child education influences students’ academic performance in secondary schools in Tororo district, Uganda, with parents’ socio-economic status as the control variable. The comparative research design was employed with a sample of 360 students from eight denominational schools. The Parent Involvement Guide (PIG) was used to collect data and quantitative data analysis indicated that parent involvement in child education positively influences students’ academic performance. There are differences in students’ academic performance among different denominational schools with Moslem schools performing least with low parent involvement in child education, and Catholic schools performing highest with high parent involvement in child education. Parent involvement in child education is higher at home than in the school. Thus, parents are encouraged to get involved in child education and there is need to encourage schools to focus their values-orientations on increasing students’ academic performance.
  • Thumbnail Image
    Item
    School Heads’ Leadership Traits and Learners’ Academic Attainment in Uganda’s High Schools
    (Donnish Journal of Educational Research and Reviews, 2015) Naluwemba, Frances,; Sekiwu, Denis; Tamale Kaggwa, Victoria
    This paper analyses the correlation between School heads’ leadership traits and learners’ attainment in Uganda, with a sample of 12 secondary schools in Kampala Metropolitan City. The study findings were as such: High-performing schools register high student grades (μ=68. 47) compared to Moderately-performing schools (μ=58.2) and Low-performing schools (μ=37.41). Secondly, the situational leader is the most appropriate trait to account for improved academic attainment (F=18.41), followed by the democratic trait (F=17.06), the laissez faire management trait accounting for n F statistic of 10.39, and the autocratic school head (F=10.01). Third, the higher the situational leadership trait is used, the higher the learners’ academic attainment (β1=0.653; p≤0.05). Fourth, democratic trait school heads reasonably influence learners’ academic attainment (β2=-0.481; p≤0.05). Learners’ academic attainment is incompatible with autocratic trait school headships (β3=-0.651; p≤0.05), just as it is similar with laissez faire trait school heads (β4=-0.292; p≤0.05). Finally the study recommends that situational school headship is more appropriate for academic attainment because of being more adaptable to the current demands of the teaching service.
  • Thumbnail Image
    Item
    Student Expectations and Quality of Postgraduate Education: The Case for Public Universities in Uganda
    (Advances in Social Sciences Research Journal, 2017) Tamale Kaggwa, Victoria; Sekiwu, Denis; Naluwemba, Esther Frances
    In order to chant John Stuart Mill’s Utility Theory in Service Delivery, this study focuses on the quality of student support in Postgraduate Education at Makerere University’s College of Education and External Studies (CEES). Using 50 Masters’ and Doctoral Student respondents, the study investigated an alleged gap between students’ expectations and experiences of service quality in Postgraduate programs offered by the College. Four dimensions play a cardinal role in the measurement of student support service quality in postgraduate education, namely supervision support, infrastructure, administrative support, and academic facilitation. The 4-dimensions are student dissatisfiers necessitating interventions to improve quality. From the Step- Wise Regression computations, support supervision and administrative support are the most important determinants of quality postgraduate support. As recommendations, support supervision and administrative support must be targeted as drivers of quality student support at this level. The Utilitarian Theory, if well- integrated, provides moral bounds in which quality support systems could be optimally scaled up.