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MANAGING STAFF DIVERSITY AND EMPLOYEE PERFORMANCE IN PUBLIC SECONDARY SCHOOLS: A STUDY OF GULU CITY
(Gulu University, 2026-09) MARTIN, GERALD
The study was about staff diversity on employee performance in the public secondary schools in Northern Uganda, Gulu city. The study was guided by four objectives as follow to describe the level of staff diversity in the public secondary schools, to establish the status of employee performance in public secondary schools, to examine the relationship between managing staff diversity and employee performance in public secondary schools and to analyze the moderating effect of human resource factors on the relationship between staff diversity and employee performance in Public secondary schools in Gulu city. The study employed a cross-sectional survey design, adopting both qualitative and quantitative methodologies. By use of a questionnaire and interview guide, data was collected from 166 respondents from the selected public secondary schools in Gulu city and analyzed using a statistical software called Statistical Package for Social Sciences (SPSS) version 20.0. The study found out that public secondary schools in Gulu city embrace diversity as a whole as reflected in ethnicity, gender and age. In addition, the findings indicated that employee performance was generally rated high among respondents as reflected in selected schools despite a few challenges. The study found that there is a positive and statistically significant relationship between diversity and employee performance reflected in gender, ethnicity and age respectively. Findings further indicated that human resource factors play a significant moderating role in the relationship between diversity and performance. The study concluded that staff diversity is positively acknowledged and effectively managed in public secondary schools in Gulu City and concluded that employee performance in public secondary schools in Gulu city is generally satisfactory despite challenges in participatory decision-making and resource allocation. The study concluded that there is a significant and positive relationship between managing staff diversity and employee performance. The study concluded that human resource factors significantly affect the relationship between diversity and performance. The study recommends that school administrators should strengthen inclusive recruitment and retention policies that promote ethnic, gender, and age diversity, School administration and management should provide clear performance expectations, schools should integrate diversity management into their organizational strategy with the aim of improving performance.
EFFECTS OF ANTHROPOGENIC DISTURBANCE ON FRUIT-FEEDING BUTTERFLY COMMUNITIES IN KILAK CENTRAL FOREST RESERVE, AMURU DISTRICT, UGANDA
(Gulu University, 2026-07) Okiya, Geoffrey Onyango
The global loss of natural forests due to anthropogenic activities has negatively impacted on fruit-feeding butterflies. In Uganda, for example, illegal logging and the conversion of forested land for agriculture have resulted in the loss of over one million hectares of forest in just two decades. As butterflies serve as important flagship species and bio-indicators in ecological studies, understanding of these impacts is crucial. This study aimed to assess the effects of anthropogenic disturbance on butterfly community composition and functional characteristics in Kilak Central Forest Reserve. A longitudinal research design was used to collect data on fruit-feeding butterflies and vegetation across four habitat types over six months to assess habitat-specific and seasonal variations in fruit-feeding butterfly assemblages. Data were collected using a standardized field protocol approved by the Research Ethics Committee. Fruit-feeding butterflies were sampled using white cylindrical trap nets, and vegetation was assessed using 20x40m nested plots. Four univariate variables including; species richness, abundance, dominance and diversity were evaluated across four habitats and six sampling months. Overall differences in average univariate variables were tested with MANOVA and if significant difference was found, then each univariate was tested independently with ANOVA with Tukey post hoc test. Community compositions were visualised using Non-metric Multidimensional Scaling (NMDS) and tested with Permutational Multivariate Analysis of Variance (PERMANOVA). Functional trait characteristics were analysed at both individual and community levels using individual-level and species-level data respectively. The study recorded a total of 3,358 individuals belonging to 55 species across all habitats. Overall results revealed that primary forest exhibited the highest species richness, abundance, and functional traits measures throughout the sampling months. Metrics values decreased along the disturbance gradient from animal-grazed forest, cropland-encroached forest, and charcoal-degraded forest. Significant seasonal declines were detected across all habitats, with January and February recording the lowest values. Indicator value analysis identified Bicyclus anynana and Charaxes fulvescens as reliable indicators for monitoring primary forest conditions. Based on these findings, the study recommends NFA and the Government of Uganda to strengthen forest protection and management strategies to reduce illegal human activities in the Kilak Central Forest Reserve. Further studies should be conducted in neighbouring forest reserves to support the generalization of findings and accurately inform conservation policies in Uganda.
School Governance Practices and Teachers’ Performance in Government-Aided Secondary Schools in Gulu City.
(Gulu University, 2026-10) Acen, Beatrice
The study was conducted on the relationship between school governance practices and teachers’ performance. The study was guided by the following objectives; to assess the level of teachers’ performance in government aided secondary schools, to assess school governance practices in government-aided secondary schools and to determine the relationship between school governance practices and the level of teachers’ performance in government-aided secondary schools in Gulu City. Syllabi coverage, planning and preparation, classroom management, teaching and learning, learners’ assessments, time management, content delivery and guidance and counseling sessions denoted and supervising extra -curricular activities denoted the level of teachers’ performance, accountability and oversight, budget approval, monitoring of school activities (teaching and learning, decision making and policy implementation, Annual General Meetings (AGM) and communication and information flow denoted school governance practices. The study was conducted using correlation design; data were collected using questionnaires from 260 respondents. Descriptive statistics was used to determine the level of teachers’ performance and school governance practices respectively. Pearson correlation was used to determine the relationship between school governance practices and the level of teachers’ performance in government-aided secondary schools. The findings revealed a high level of teachers’ performance across key dimensions such as instructional planning, curriculum implementation, co-curricular involvement, guidance and counselling, assessment and evaluation, classroom management, time management, and content delivery. The findings indicated that school governance practices; accountability and oversight, instructional monitoring, stakeholder engagement through Annual General Meetings (AGMs) and communication systems in government-aided secondary schools in Gulu City are generally effective and positively perceived by teachers. The findings revealed a moderate positive and statistically significant relationship between school governance practices and teachers’ performancein government-aided secondary schools in Gulu City. The study recommended that school administrators and education stakeholders should strengthen continuous professional development programmes and supportive supervision mechanisms to sustain and further enhance the already high levels of teachers’ job performance, particularly in areas of instructional effectiveness, learner assessment, guidance and counselling, and classroom management, school administrators, Boards of Governors, and other stakeholders should strengthen participatory governance by increasing teacher and stakeholder involvement in budget preparation, policy formulation, and decision implementation processes and that school administrators, Boards of Governors and education authorities should strengthen and institutionalize effective school governance practices, particularly accountability mechanisms, instructional supervision, stakeholder participation and communication systems, as these have been shown to contribute positively to teachers’ job performance.
Assessment Methods andAcademic Performance of pupils in Government Aided Primary Schools in Pader District.
(Gulu University, 2026-07) Ochan, John Bosco
This study investigated the influence of assessment methods on academic performance in Government Aided Primary Schools in Pader District, specifically in Puranga Town Council,using both quantitative and qualitative approaches. The specific objectives were to explore the assessment methods, assess the level of academic performance, and establish the relationship between assessment methods and academic performance. A mixed-methods design was adopted, with data collected from a sample of 200 respondents, including teachers, headteachers, education officers, and PTA members. Quantitative data were collected using
structured questionnaires and analyzed using descriptive statistics and Pearson’s coefficient correlation, while qualitative data from interviews and document reviews were thematically analyzed. Findings revealed that Research Question 1 (assessment methods) showed schools used a mix of continuous, formative, and summative assessments, with continuous methods being most common. For Research Question 2 (levels of academic performance), findings indicated moderate levels of academic performance, with qualitative data highlighting disparities based on assessment consistency. Research Question 3 (relationship between
assessment methods and academic performance) showed a strong positive correlation: continuous (r = .795 p<0.01), formative (r = .787 p<0.01), and summative (r = .727p<0.01. Qualitative findings further supported that continuous and formative assessments enhanced learning outcomes when used effectively. The study concluded that consistent application of varied assessment methods especially continuous and formative positively influenced academic performance. It recommended strengthening teacher capacity through training, enforcing school-level policies on assessment, improving monitoring, and providing necessary assessment resources to support effective teaching and learning in rural primary schools.
Collaborative Learning and Social Skills Development for Learners with Special Educational Needs in Secondary Schools in Gulu city
(Gulu University, 2026-07) Anena, Sharon Flavia
This study investigated the influence of collaborative learning practices on social skills development among students with special educational needs in secondary schools in Gulu City, Uganda, and examined the moderating effect of teacher training on this relationship. Specifically, the study aimed to (i) explore the status of collaborative learning practices, (ii) assess the level of social skills development, (iii) establish the relationship between collaborative learning and social skills development, and (iv) analyze the moderating effect of teacher training. A total of 250 respondents, comprising 242 teachers and 8 key informants, participated in the study. Quantitative data were collected using structured questionnaires and analyzed using descriptive statistics and Pearson correlation, while qualitative insights were obtained through semi-structured interviews and thematic analysis. Findings indicated that collaborative learning practices were moderately implemented, with peer mentoring showing the strongest effect on social skills development (r = 0.71, p < 0.01). Social skills development was moderate overall, with cooperation and assertiveness being stronger, while communication and self-regulation were slightly weaker. Teacher training in inclusive education and frequent professional development significantly moderated the relationship between collaborative learning and social skills, enabling teachers to apply adaptive strategies effectively. Qualitative findings supported these results, highlighting the role of structured group activities, peer support, and teacher facilitation, while challenges such as limited resources and large class sizes were noted. The study recommends institutionalizing collaborative learning strategies, strengthening interventions for communication and selfregulation, and providing continuous professional development for teachers. Further research is suggested on the long-term effects of collaborative learning, the role of technology, family involvement, and contextual factors in social skills development among students with special needs.