Browsing by Author "Wanyama, Anthony"

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    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
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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