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School Organizational Structure Implementation and Teachers’ Performance in Government-aided Secondary Schools in Gulu City
(Gulu University, 2025) Lanyero Jacqueline
This study investigated the relationship between school organizational structure and teachers’ performance in government-aided secondary schools in Gulu City, Uganda. The study
focused on understanding how centralization and formalization within school structures impact teachers' ability to perform tasks such as lesson planning, time management, and
assessment of students and the objectives were; To establish school organizational structure implementation in government-aided secondary schools in Gulu City, examine the level of teachers’ performance in government-aided secondary schools in Gulu City and to determine the relationship between school organizational structure and teachers’ performance in government-aided secondary schools in Gulu City. The research employed a mixed-methods approach, utilizing both qualitative and quantitative data collection techniques, including questionnaires and interviews with teachers, headteachers, and deputy headteachers across six selected schools. A cross-sectional research design was used to gather data at a specific point in time, and a sample of 186 respondents was drawn from a population of teachers and headteachers. Data analysis involved descriptive and inferential statistics to determine the relationships between school organizational structure and teachers’ performance. The findings revealed that School organisational structure exist in government aided secondary schools and are being implemented and both centralization and formalization positively relate teacher performance, particularly in areas such as work preparation schemes, assessment practices, and time management. However, centralization had little effect on lesson planning, indicating that teacher autonomy is more important in this area. The study also revealed that the level of teachers is low. identified challenges, such as unclear communication channels and overlapping roles, which hindered the level of teacher performance. The study concluded that while formalization is key in improving teachers’ performance in structured tasks, a balance between centralized decision-making and teacher autonomy is necessary to enhance performance in creative tasks like lesson planning. Recommendations included increasing teacher involvement in decision-making, providing continuous professional development, and promoting a balance between School organisational structure and ensure flexibility in School governance. This research contributed to understanding how School organizational structures implemented in schools can be designed to foster better teacher performance, ultimately improving educational outcome.
Parental Involvement and Student Retention in Universal Secondary Education Schools in Amuru District, Northern Uganda
(Gulu University, 2025) Amono Lilly
This study investigated the relationship between parental involvement and student retention in Universal Secondary Education (USE) schools in Amuru District, Northern Uganda. The primary aim was to understand how various dimensions of parental engagement specifically, the provision of school needs, payment of supplementary fees, parental follow-up, and participation in school meetings impact students' retention rates. The study adopted a mixed method approach, integrating both quantitative and qualitative research methodologies, with a sample space of 538 respondents, including students leaders, student, teachers, and school administrators. This combination allowed for a comprehensive analysis of the subject matter. The objectives of the study were determining the extent to which parents' provision of school needs correlates with students' retention rates, exploring how payment of supplementary fees affects retention, assessing the influence of parental follow-up on students' attendance and persistence, and examining the role of parental participation in school meetings in promoting retention. Data were collected through structured questionnaires and interviews, providing a rich context for understanding the dynamics of parental involvement. Findings revealedsignificant relationships between each aspect of parental involvement and student retention. Specifically, parents who provision of school had a moderate positive correlation (r =0.305**, p < 0.01), paid supplementary fees had a weak positive (r = 0.143**, p < 0.01), while consistent follow-up by parents had a moderate positive (r = 0.445**, p < 0.01), and active participation in school meetings had a high positive correlation (r = 0.763**, p < 0.05). these all contributed to improved student persistence. These findings suggested that enhancing parental involvement could serve as a key strategy for improving student retention in USE schools. In conclusion, the study emphasized the critical role that parents played in their children's education, suggesting that targeted interventions aimed at increasing parental
involvement could effectively enhance retention rates in USE schools. Recommendations included developing programs to educate parents about their importance in the educational process, encouraging schools to facilitate greater parental engagement, and implementing community initiatives that support families in meeting school-related needs. By fostering stronger partnerships between parents and schools, the educational outcomes for students in Amuru District could be significantly improved.
A CRITICAL STUDY OF SYMBOLISM IN LANGO ORAL NARRATIVES
(Gulu University, 2025) ACEN REBECCA ELYAK
The study examined the use of symbolism in Lango oral narratives. Symbolism is an important aspect of oral literature as it enhances the cohesion and meaningfulness of a text.
The study sought to document the sub-genres of the oral narratives among the Lango; explain how symbolism is used in the selected oral narratives and examine the roles played by symbolism in the selected oral narratives in preserving Lango culture. The study was grounded in the theory of Structuralism advanced by De Saussure (1916). The case study
design was used, guided by the descriptive design and qualitative research approach. Purposive sampling was used to identify the participants of the study (in Lira City). The study
used interviews, observation and recording as methods of data collection. Data was analyzed using thematic and content analysis techniques. The study revealed three sub-genres of Lango oral narratives: the myth, legend and folktale. Furthermore, plot development, entertainment, thematic development, etc., were analyzed to explore the role of symbolism in the Lango oral narratives. The study also revealed that symbolism has preserved Lango culture by way of preserving historical and cultural knowledge, Lango’s art and creativity, and the language itself. The study recommends that a digital archive should be established to preserve and protect Lango oral narratives by including transcriptions, translations, and audio-visual recordings, with collaboration from technology experts, cultural historians, and the local community. The study also recommends further study on the role of symbolism in other genres of Lango oral literature and their roles in preserving Lango culture.
This Land Is Not For Sale: Trust and Transitions in Northern Uganda
(Berghann, 2023) Lotte , Meinert, .ed; Susan Reynolds Whyte , .ed; Ben Adol otto .ed; Micheal Whyte . ed; Susan Reynold Whyte .ed
Although violent conflict has declined in northern Uganda, tensions and mistrust concerning land have increased. Residents try to deal with acquisitions by investors and exclusions …
Head Teachers’ Conflict Management Strategies and Teachers’ Commitment in Government Aided Primary Schools in Nwoya District
(Gulu University, 2025) Achola Harriet
This study examined the head teachers’ conflict management strategies and teachers’ commitment in government-aided primary schools in Nwoya District. The study objectives were; i) To determine the predominant conflict management strategies used by head teachers in government aided primary schools in Nwoya District, ii) To investigate the level of teacher commitment in government aided primary schools in Nwoya District, and iii) To establish the influence of head teachers’ conflict management strategies on teachers’ commitment in government aided primary schools in Nwoya District.
A quantitative approach with a descriptive correlational research design was employed. The Krejcie and Morgan’s (1970) table was used to sample 238 respondents (head teachers and teachers) from a population of 462 in 36 government-aided primary schools, supported by purposive and simple random techniques. Structured questionnaires were used to collect the data, which were analyzed using SPSS version 25 through descriptive statistics, Pearson correlation, and multiple regression analysis.
Findings revealed that compromising was the most frequently employed strategy by head teachers (Mean = 3.53), followed by competing (Mean = 3.38) and avoiding (Mean = 3.27). Teachers reported high levels of affective commitment (Mean = 4.21), continuance commitment (Mean = 4.31), and moderate normative commitment (Mean = 3.90). A significant positive correlation was found between compromising and affective commitment (r = .451, p < .001). Regression analysis confirmed that compromising significantly predicted affective commitment (β = .372, p < .001).
The study concluded that collaborative conflict management strategies, particularly compromising, enhance teacher commitment. Leadership training and emotionally intelligent conflict resolution practices are vital for sustaining positive school climates and professional dedication. The researcher therefore recommends that schools should carry out continuous training on collaborative conflict resolution, foster open communication , incorporate performance appraisal, while encouraging teachers to apply emotional intelligence in conflict resolution.