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Head Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda
(East African Journal of Education Studies, 2023-05-16) Amito, Betty; Oriangi, George; Lamaro, Gloria
Over the last three decades, students' satisfaction with school climate has
been a global concern for educationists and scholars. This study
investigated the influence of head teachers' conflict management
strategies on students' satisfaction with the school climate. A cross sectional survey design with a sample size of 181 respondents was used.
Data obtained using questionnaires were analysed using descriptive
statistics to determine the nature of head teachers' conflict management
strategies and the level of student's satisfaction with school climate,
while linear regression was used to determine the influence of head
teachers' conflict management strategies on students' satisfaction with
school climate. Findings revealed that: paying little attention to students'
complaints, ignoring students' complaints, and putting emphasis on
conflicting parties to continue performing their tasks even if there is
conflict were the most commonly used conflict management strategies,
while the least commonly used strategies were taking charge in times of
conflict and emphasising on areas of agreement between conflicting
parties. Furthermore, students' level of satisfaction with the school
climate was low. Additionally, giving priority to the views of members
in settling conflicts (p = 0.037) and liaising with student leaders to settle
conflicts (p = 0.069) were strategies of conflict management that had a
significant influence on student's satisfaction with the school climate. In
conclusion, head teachers need to consider the views of conflicting
members and liaise with student leaders to manage conflicts so as to
create a favourable school climate that can enhance teaching and
learning. Finally, future studies may need to explore students' satisfaction
in primary schools as well as in rural secondary schools.
Funding and Support Supervision under Universal Primary Education
(Journal of Education and Practice, 2021-09-30) Okello, Nicholas Gregory; Kidega, Phonic Onekalit; Lamaro, Gloria
Support supervision promotes continuous improvement in the quality of teaching and learning by providing
necessary leadership and support for quality improvement processes. Several policies and guidelines on funding
and support supervision to schools have been made to create efficiency and effectiveness in education. The study
investigated the relationship between funding and support supervision in Universal Primary Education (UPE)
schools in Uganda. The study orientation was quantitative using a cross-sectional survey design. Stratified
random sampling was used to select UPE schools for the study and simple random sampling for selecting the
teachers while purposive sampling was used to select head teachers, school management committees (SMCs),
parent teachers association (PTAs), local council III (LCIIIs) and district officials. A total of 265 respondents
participated in the study. The results indicated that the status of funding is low, the level of support supervision is
also low. However, and funding status has a significant positive relationship with the level of support
supervision (r = 0.373; p < 0.01). The study concluded that the low level of support supervision and the poor
performance in UPE schools is attributed to the low status of funding under UPE schools in Nwoya district,
Uganda.
Relationship between Teachers' Participation and Management Outcomes in Primary Schools in Pader District, Uganda
(East African Journal of Education Studies, 2023-12-15) Lamaro, Gloria; Lalam, Filder Rose
Scholars, as highlighted by Asgari and Mahjoob (2013), have shown
considerable interest in the outcomes of management throughout the years.
This study examined the relationship between teachers' participation and
management outcomes in primary schools in Pader District, Uganda. The
investigation examined teachers' participation in Pader District primary
schools, management outcomes and the relationship between participation and
management outcomes. This study involved 301 participants, utilized
questionnaire surveys, interview guides and observation checklists for data
collection. The data were then analyzed using various statistical methods,
including SPSS version 25, descriptive statistics, the Chi-Square test,
Spearman's rank correlation coefficient and linear regression analysis. The
study explore the relationship between teachers' involvement and management
outcomes. The findings revealed a moderate correlation between teachers'
participation and management outcomes, with a significance level of 0.01%.
These results are consistent with prior research (Baig, Rehman and Khan,
2012), suggesting that teachers' engagement in activities such as water
hygiene, sanitation, equipment procurement, guidance, inventory control,
budget preparation and classroom maintenance has a positive impact on
management outcomes.
Collaboratively reimagining teaching and learning, In: Higher education for good
(Open Book Publisher, 2023) Fabian, Flora; Harle, Jonathan; Kalimasi, Perpetua; Kilonzo, Rehema; Lamaro, Gloria; Luswata, Albert; Monk, David; Ngowi, Edwin; Nzegwu, Femi; Sikalieh, Damary
In 2020, the African Regional Forum on Sustainable Development
proclaimed Africa would only attain the Sustainable Development
Goals (SDGs) if “universities in Africa collaborate in research, teaching
and community or societal engagement” (Ligami, 2020). In 2022, the
UNESCO World Higher Education conference called on universities to
“reshape ideas and practices in higher education to ensure sustainable
development for the planet and humanity” (UNESCO, 2022). While
there are regular calls for African universities to improve their teaching,
finding ways to do this within the resources and the available time
in already stretched institutions, at the scale required, have proven
elusive. This chapter is a reflexive exercise, discussing the work of an
international partnership, Transforming Employability for Social Change
in East Africa (TESCEA), that aimed to reshape habits of teaching and
learning in institutions of higher education.1
We, as TESCEA partners
and authors of this chapter, hope that our example can make a significant
contribution towards understanding how change can happen in higher
education, and particularly in resource-constrained settings. We begin by presenting our approach and then offer reflections on the change we observed, the ways in which this was achieved, and the challenges we
encountered along the way.
School Management Committee’s Participation and Effectiveness of School Management in Primary Schools
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2024-04) Lamaro Gloria; Lukwiya Jimmy
This study investigates the relationship between School Management Committee
(SMC) participation and the effectiveness of school management in primary
schools within Gulu District, Uganda. The challenge of improving parental
involvement at the basic educational level is pivotal for enhancing educational
outcomes. The objective was to establish the correlation between SMC
participation and school management effectiveness. Employing both qualitative
and quantitative methods, including in-depth interviews, focus group discussions,
direct observation, and documentary analysis, the study sampled 352 participants.
Data analysis, using the Pearson Correlation Coefficient, reveals a significant
positive correlation between SMC participation and school management
effectiveness. Recommendations include developing enhanced management
strategies and exploring additional variables like gender, political situation, and
religion.