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Caregivers’ Experiences in Caring for Persons With Epilepsy, Gulu Regional Referral Hospital, Uganda
(Gulu University, 2026) Otto, Mke
Introduction: Epilepsy is a chronic neurological condition that places a substantial burden on both affected individuals and their caregivers in Gulu City. Caregivers often face emotional, social, and economic challenges, yet they adopt various coping strategies to sustain the caregiving role. Objective: This study examined the experiences and coping strategies of caregivers of persons with epilepsy at Gulu Regional Referral Hospital in Northern Uganda. Methods: A qualitative phenomenological design was employed. Purposive sampling was used to select caregivers attending the hospital’s epilepsy clinic. Data were collected through
in-depth interviews and Focus Group discussion and analysed thematically. Results: Caregivers narrated stigma from the community, emotional distress, financial strain, and physical exhaustion as main experiences. Coping strategies included strict adherence to medication schedules, seizure diaries, environmental safety modifications, regular clinical follow-up, reliance on religious faith, participation in spiritual communities, positive reframing, family task-sharing, peer support groups, and community health worker engagement, adjusting work schedules, sharing income responsibilities, and seeking assistance from charitable organizations. Conclusion: Caregivers of persons with epilepsy employ diverse coping strategies to address the many demands of care. The study recommends that health system and relevant stakeholders strengthen caregiver education, enhancing psychosocial support, promoting economic empowerment, and reducing stigma through community sensitization are essential for improving caregiver well-being and epilepsy care outcomes
Teachers’ Professional Competence and the Implementation of Competence Based Education in Secondary Schools in Gulu City
(Gulu University, 2026) Andini, Alex
This study was conducted on the relationship between Teachers’ Professional Competence and the Implementation of Competence Based Education (CBE) in Secondary Schools in Gulu City. Guided by the objectives; to assess the level of teacher professional competence in lower secondary schools, to examine the level of competency-based education implementation in lower secondary schools and to determine the relationship between teachers’ professional competence and CBE implementation in lower secondary schools in Gulu City. The research was conducted using correlation design; data were collected using questionnaire survey from 674 participants. Descriptive statistics was used to analyse the
background of the study respondents, objectives one and two. Pearson correlation was used to analyse the relationship between teachers’ professional competence and CBE implementation in lower secondary schools. Findings revealed that learners highly appreciated teachers’ ability to support learning and academic improvement, teachers in lower secondary schools generally demonstrated a high level of professional competence from the learners’ perspective. Teachers were perceived as knowledgeable, committed, collaborative and capable of using appropriate teaching methods that enhanced learner participation and understanding. The findings indicated that teachers’ implementation of Competency-Based Education (CBE) in lower secondary schools is positive and at a relatively high level. Findings demonstrate that teachers’ professional competence and CBE implementation are positively related. Findings indicated a strong, positive, and statistically significant relationship between teachers’ professional competence and CBE implementation from the perspective of school administrators. The study concluded that teachers demonstrate high level of professional competence. Teachers and administrators view CBE implementation as highly successful, teachers’ professional competence has a positive, statistically significant relationship with the implementation of CBE inlowersecondary schools. The study recommended that Ministry of Education and Sports (MoE&S) authorities and school administrators should invest in continuous training, provision of digital teaching resources and mentorship programmes to bridge the gap between traditional instructional competence and modern technology-enhanced teaching practices required in CBE. The ME&S, in collaboration with school leadership, should strengthen the provision of adequate instructional materials and learning resources to support effective implementation of CBE. There is a need for continuous targeted professional development programmes to strengthen teachers’ pedagogical skills, assessment literacy, and learner-centred instructional practices.
School Management Committee Participation in School Management and Teachers’ 1 Performance in Public Primary Schools in Laroo-Pece Division, Gulu City
(Gulu University, 2026) Onen, Charles
This study investigated the relationship between school management committee participation in school management in school and teachers’ performance in public primary schools in Laroo-Pece Division, Gulu City. The objectives of the study were; to determine the level of SMCs participation in school management in primary schools, to assess the level of teacher’s performance in public primary schools and to establish the relationship between SMCs participation in school management and teachers’ performance in public primary schools in Laroo-Pece Division in Gulu City. Correlation section design was used; data were collected using questionnaire survey and interview guide 243 respondents. Quantitative data were analysed using descriptive statistics. Interview data were anlaysed using descriptive and inferential statistics to all to determine the level of SMCs participation in school management in primary schools and to assess the level of teacher’s performance in public primary schools addressing objectives one and two. Objective three was analyzed using Pearson correlation using the data from objective one and two. The findings were presented in the form's tables and narratives from interview. The findings revealed that more than half of respondents affirm positive management attitudes aligned with Section 57(1)(d) of the Act, supported by majority of respondents’ agreement on practices like teamwork events and motivational talks that foster teacher welfare and morale. The findings indicated strong compliance with the Teachers’ Code of conduct supported by most teachers in preparing and following schemes and lesson plans, though a notable minority violates Section 3.4 by teaching without proper instructional preparation. The statistical results showed a significant positive correlation between the level of SMC participation and the level of teachers’ performance in public primary schools in Laroo-Pece Division. Active involvement of SMCs is associated with improved teacher planning, delivery and commitment. The study concluded that SMCs in Laroo-Pece Division are generally active and aligned with the administrative and supervisory roles outlined in Uganda’s Education Act (2008). The study concluded that teachers in Laroo Pece Division are highly committed and largely comply with Uganda’s Teachers’ Code of Conduct, particularly in planning, syllabus coverage, learner assessment and professional ethics. The study concluded that involvement of SMCs in administrative, supervisory and accountability roles positively contribute to improved teacher effectiveness. The recommended that the Ministry of Education and Sports (MoES) and local government authorities should build the capacity of SMC members through regular training and clear policy guidelines especially in financial management and teacher incentive structures to enhance transparency, accountability, and performance-based motivation in UPE schools. The Gulu City Education Department and school leadership should strengthen internal inspection mechanisms particularly by empowering Directors of Studies to regularly review teaching records, lesson plans and assessment tools while ensuring equitable provision of instructional and assessment materials across all public primary schools. The Ministry of Education and Sports (MoES), in collaboration with local governments and development partners, should implement continuous capacity-building programs for SMC members particularly in instructional oversight, teacher motivation strategies and accountability frameworks to ensure their participation yields measurable improvements in teacher performance and learner outcomes.
Implementation of Government Policy on Science Education and Students’ Academic Performance in science subjects in Secondary Schools, Nwoya District.
(Gulu University, 2026) Lunyjino,Noah
This study investigated the Implementation of Government Policy on Science Education and Students’ Academic Performance in science subjects in Secondary Schools in Nwoya District. The objectives of the study were to assess the status of implementation of government policy on science education in secondary schools, to establish the level of students’ academic performance in science subjects in secondary schools and to establish the relationship between implementation of government policy on science education and the level of students’ academic performance in science subjects in secondary schools in Nwoya District. Compulsory science at O’ Level, science teachers’ high pay, curriculum design change, teacher- training programme and SESEMAT denoted implementation of government policy on science education. MOCK grades, UNEB Grades (National Exams) and student’s project grades denoted level of students’ academic performance. The study was conducted using cross-sectional co-relational design; data were collected using questionnaires from 163 respondents. Descriptive statistics was used to analyse background statistics, objectives one and two. Pearson correlation was used to examine the relationship between implementation of government policies on science education and level of students’ academic performance. The findings indicated that the implementation of government policy on science education in secondary schools were largely effective at the procedural and administrative levels. Teachers actively promoted science learning and provided support to learners, which demonstrates strong professional commitment and alignment with national education goals. The findings indicated a clear shift in respondents’ understanding of academic performance from a narrow examination-oriented perspective to a broader, competency-based framework. Teachers strongly associated academic success with project-based learning, skill acquisition, and the practical application of knowledge. The findings revealed a moderate, positive and statistically significant relationship between the implementation of government science education policy and students’ academic performance. The study concluded that implementation of government policy on science education was commendable in terms of policy awareness, curriculum adoption, teacher commitment, incentive structures and administrative supervision. The study concluded that the level of students’ academic performance was widely perceived as multidimensional, extending beyond examination scores to include practical skills, critical thinking, creativity, collaboration and communication abilities. The findings concluded that there was a statistically significant moderate positive relationship between theimplementation of government policy on science education and the level of students’ academic performance in science subjects in secondary schools. The study recommended that government should prioritise equitable investment in laboratory infrastructure and provision of adequate science equipment across all secondary schools to ensure consistent and effective practical science instruction, secondary schools should institutionalise competency-based assessment approaches such as project-based learning and integration activities alongside UNEB examinations to ensure a more holistic evaluation of students’ academic performance and the government and school administrators should adopt a holistic implementation strategy that strengthens science education policy while simultaneously addressing complementary factors such as resource provision, teacher capacity building and learner support systems to enhance students’ academic performance.
Institutional Factors and Learners’ Transition from Secondary to Higher Education in Gulu City
(Gulu University, 2026) Olanya Bosco Innocent
Transition from secondary to higher education (HE) is well known for its pivotal role in aligning students’ academic journey to their future professional careers, however little is known about transition of learners from secondary to higher education in Gulu City. The aim of this study was to provide insight into the influence of institutional factors on learners’ transition from secondary to higher education in Gulu City. The study employed quantitative approach, utilizing a descriptive cross-sectional research design. The research targeted second year students, academic staff, and administrators in a single higher education setting, Gulu University (GU), northern Uganda. The sample consisted of 260 students selected using convenient sampling, 34 academic staff using simple random sampling and 14 university administrators purposively sampled. Data were collected using a close-ended self-administered questionnaire and analysed using Statistical Package for Social Sciences (SPSS) version 26.0 through descriptive and inferential statistics. The results reveal that institutional factors positively influence learners’ transition. The three elements of institutional factors namely; policies (R = 0.327, P = 0.000), culture (R= 0.371, P = 0.000) and resources (R = 0.603, P = 0.000) had a statistically significant positive relationship with learners’ transition from secondary to higher education. The result from multiple regression analysis indicate that institutional culture is the strongest predictor of learners’ transition (Beta = 0.423, P = 0.000), followed by institutional policies (Beta = 0.218, P = 0.001), while institutional resources (Beta = 0.063, P = 0.321) had the a minimal influence on learners transition. The findings also reveal that learners’ transition from secondary education to higher education is driven more by institutional factors, rendering students' demographic backgrounds statistically insignificant in this process. The study concluded that institutional factors—specifically institutional policies, culture, and resources—are the primary drivers of learners’ transitions from secondary to higher education in Gulu City. The study recommended that the management of higher education must prioritize improvements across institutional policies, resources, and campus culture to support all learners equally. By clearly communicating regulations, promoting an inclusive culture, expanding infrastructure, and minimizing programs based on student backgrounds, the university can effectively promote transitions for every student.