Research Articles

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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.
Using Case Scenarios to Foster Critical Thinking Skills among Graduate Students
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2024-11-11) Lamaro Gloria; Kimoga Joseph; Nampiija Dianah; Reichert Frank
In a rapidly evolving professional landscape, critical thinking is paramount for success. This study investigated the transformative impact of case scenarios on enhancing critical thinking skills among graduate students at Gulu University. The purpose was to examine how these scenarios facilitated the practical application of theoretical concepts, fostering a deeper understanding of complex issues. Utilizing a qualitative research methodology, the researchers conducted interviews and focus group discussions with recent graduates, current graduate students, and lecturers, providing comprehensive insights into participants’ perceptions and experiences regarding case scenarios. Results indicated that participants viewed critical thinking as essential for both academic achievement and professional competence. Case scenarios emerged as instrumental in promoting analytical thinking, problem-solving abilities, and the synthesis of diverse perspectives. Graduates reported significant improvements in their capacity to deconstruct complex issues, critically evaluate evidence, and generate innovative solutions. The study also highlighted the importance of incorporating culturally diverse scenarios, which enriched students' understanding of various socio-economic contexts crucial for their professional development. However, it identified gaps in the systematic integration of case scenarios into the curriculum, suggesting a need for more consistent application and institutional support. In conclusion, the findings emphasized the critical role of case scenarios in cultivating the skills necessary to navigate the complexities of modern professional environments. By effectively bridging the gap between theoretical knowledge and practical application, these scenarios enhanced students’ analytical and creative capabilities, preparing them to tackle multifaceted problems. Educational stakeholders were urged to prioritize the integration of diverse, contemporary case scenarios into curricula, while future research should focus on longitudinal studies assessing the long-term impact of these scenarios on students' critical thinking skills.
Enhancing critical thinking through academic collaborations
(African Educational Research Journal, 2024-10) Lamaro Gloria; Kimoga Joseph; Nampijja Dianah; Reichert Frank
This study investigated the role of academic collaborations in enhancing critical thinking skills among graduate students, drawing on Critical Theory. A qualitative research approach was utilized, incorporating an exploratory case study design to investigate the effects of collaborative academic practices on the development of critical thinking. Data collection methods included personal interviews, focus group interviews (FGIs), and document analysis, involving current graduate students, alumni from the 2015 cohort, and teaching staff. The findings revealed that academic collaborations significantly contribute to the development of critical thinking skills. Participants reported that interdisciplinary teamwork, resource sharing, and expertise exchanges enable students to approach problems from multiple perspectives, thereby, broadening their analytical capabilities. The study highlighted that collaborative efforts facilitate access to diverse methodologies and knowledge which enriches students’ educational experiences and enhances their problem-solving abilities. Moreso, the study found that collaborative projects and joint research initiatives provide practical opportunities for students to engage with real-world issues, promoting a deeper understanding and application of theoretical concepts. This process not only fosters intellectual growth but also prepares students to tackle complex challenges in their professional fields. The research aligns with established theories on collaborative learning and critical thinking, supporting the view that academic collaborations are vital for intellectual development. It underscores the importance of creating a supportive environment for interdisciplinary work and effective communication among collaborators. This study recommends prioritising interdisciplinary projects, offering faculty training for collaborative initiatives, and developing assessment frameworks to evaluate the impact of these collaborations on students' critical thinking skills. These insights highlight the benefits of academic collaborations in higher education and suggest practical steps to improve collaborative practices for better educational outcomes.
Perceptions on remunerations and turnover intentions in public universities in Uganda
(International Journal of Development Research, 2014-10-09) Okello, Nicholas Gregory; Lamaro, Gloria
Introduction: One of the biggest challenges many Public Universities worldwide and more so in developing economies will continue to face is the accelerated academic staff turnover intention due to pay inadequacy. The increasing level of academic staff attrition in Public Universities worries the quality of higher education if corrective measures are not employed. Objective: This research set out to investigate the academic staff perception regarding remuneration and turnover intension in Public Universities. Methods: A cross-sectional survey design was used and the study adopted a quantitative approach. A sample of 134 (105 males and 29 females) full time academic staff were randomly drawn from Gulu University. Results: The study established that academic staff perception regarding remuneration at Gulu University was low. Further, the key challenges facing academic staff regarding remuneration at Gulu University were delays in payment of basic salary and allowances as well as the unmatched salary scale and allowances with academic qualifications and experiences.
Is Effective Teaching and Learning the Solution to Quality Management of Massification in Science-Based Faculties? A case of Gulu University, northern Uganda.
(Merit Research Journal of Education Review, 2016-11) Lam-Lagoro, J; Ocitti, J. P; Neema-Abooki, P.
In higher education and in education generally, the quality of teaching and learning is paramount. Teaching and learning are key elements of any education system without which there is no legitimacy for any educational institution. In this research, quality teaching and learning of practical science discipline is the main focus against a backcloth of the rapid transformation sweeping the higher education sub-sector globally resulting into a situation of massification; where the ratio of educational resources and class numbers become incompatible, giving rise to the poor quality standard (Mohamedbhai, 2008). Furthermore, massification is assumed results into stressful learning conditions for both the lecturers and learner, and the loss of quality and or lowering of standards. Using qualitative and quantitative research paradigms, the survey, single-case and parallel cross-sectional designs, this study was done involving 294 respondents out of the 395 sampled populations. The sampling techniques used were purposive, random and stratified. Data was collected through closed ended structured questionnaires, oral interviews, direct observations, focus group discussions and search into archival records. Analysis was by use of descriptive statistics. Major findings indicated that the quality of teaching and learning in the science-based faculties at Gulu University is eroding because of massification and can be mitigated by effective teaching and learning.
Job Satisfaction and Teachers’ Performance in Secondary Schools in Gulu District
(East African Journal of Education Studies eajes.eanso.org, 2024-05-21) Gloria Lamaro; Proscovia Daphine Okello
Education outcomes depend on the quality and effectiveness of their workers. Teachers who are satisfied with their jobs perform their duties effectively and efficiently. This study aimed to investigate the relationship between job satisfaction and teachers’ performance in secondary schools in Gulu district. A total of 174 secondary school teachers in Gulu district were selected as respondents of the study and a descriptive correlation design was used in order to see the relationship of the variables in eight sample secondary schools in the district. Data was analysed using person’s correlation with the help of SPSS software to obtain the values. The findings indicate that there is high correlation between job satisfaction and teachers’ performance, which show that high job satisfaction contributes to high teachers’ performance. The study concludes that there is a significant relationship between job satisfaction and teachers’ performance. Based on the findings and conclusions the research recommends that; the government should strengthen and harmonise teachers’ pay in order for them to gain higher satisfaction on the job. Secondly, teachers be housed within the school to boost their job satisfaction and lastly, the teachers be treated equally without bias.
Relationship Between Teaching Strategies and Students’ Academic Performance at Ordinary Level Secondary Schools in Gulu District
(2024-05-27) Gloria Lamaro; Doris Jane Anena
This study investigated the relationship between teaching strategies and students’ academic performance at ordinary level secondary schools in Gulu District. The study used cross-sectional design. Three hundred and seventy-five (375) participants were randomly and purposively sampled. Questionnaire and interview were used for data collection. Data analysis for quantitative data was done using SPSS version 16. Content analysis was used to analyse interview data. The results showed that most students prefer presentation, seminars and class assessment. Further, students prefer discussion, brainstorming, demonstration and group work. Majority of teachers however prefer lectures, role-play, project and drill as better teaching and learning strategies. The results also show significant positive correlation between project method and level of academic performance (r (259) = .391, p < .0001), strong positive significant correlation between group discussion and level of academic performance (r (259) = .336, p < .0001), positive association between role play and level of academic performance (r (259) = .315, p < .0001) and significant positive association between storytelling and level of academic performance (r (259) = .310, p < .0001). This indicates that project method, group discussion, role play, storytelling, presentation and drill when practiced can improve academic performance of students in ordinary level secondary schools. Educators should consider implementing more of project, group discussion, role play, storytelling, presentation and drill in their teaching activities.
Relationship between Head Teacher's Motivation Strategies and Teacher's Performance in Secondary Schools in Serere District
(East African Journal of Education Studies, 2022-12-21) Lamaro, Gloria; Akello, Jennifer
Globally, teacher performance is a significant challenge for education, necessitating effective strategies to combat low morale and ensure adequate school performance (Gitonga, 2012). This study investigated the relationship between headteacher motivation strategies and Teacher Performance in secondary schools in the Serere district. Head teachers in Serere District are faced challenges such as lack of supervision, low assessment, absenteeism and non-participation in school activities, leading to a 50% decline in performance. Research was needed to understand the relationship between motivation strategies and teachers’ performance. With a sample size of 246 respondents, including head teachers and teachers, a cross-sectional correlation survey methodology was employed.The Spearman Rank Order Correlation Coefficient was utilized to analyze the data that were collected through surveys.The results showed a favorable relationship between head teachers' motivation and secondary school teachers' performance in the Serere district, suggesting that accommodations, salary increases, and capacity building encourage teachers to work hard.The research findings indicated a positive association between the motivational strategies employed by head teachers and the performance of teachers in secondary schools within the Serere District. The study suggested that additional policies should be introduced to bolster and sustain the existing framework of head teachers' motivational strategies. It further recommended revisiting and refining policies related to their implementation to foster continuous improvement in teachers' performance. Additionally, the study proposed the exploration of further research avenues to delve into motivation strategies and teachers' job satisfaction in secondary schools specifically within the Serere District.
Perceptions on remunerations and turnover intentions in public universities in Uganda
(International Journal of Development Research, 2015-01-31) Okello, Nicholas Gregory; Lamaro, Gloria
Introduction: One of the biggest challenges many Public Universities worldwide and more so in developing economies will continue to face is the accelerated academic staff turnover intention due to pay inadequacy. The increasing level of academic staff attrition in Public Universities worries the quality of higher education if corrective measures are not employed. Objective: This research set out to investigate the academic staff perception regarding remuneration and turnover intension in Public Universities. Methods: A cross-sectional survey design was used and the study adopted a quantitative approach. A sample of 134 (105 males and 29 females) full time academic staff were randomly drawn from Gulu University. Results: The study established that academic staff perception regarding remuneration at Gulu University was low. Further, the key challenges facing academic staff regarding remuneration at Gulu University were delays in payment of basic salary and allowances as well as the unmatched salary scale and allowances with academic qualifications and experiences.
Funding and Support Supervision under Universal Primary Education
(Journal of Education and Practice, 2021) Okello, Nicholas Gregory; Kidega, Phonic Onekalit
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.
Collaboratively reimagining teaching and learning
(Open Book Publishers, 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.
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.
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.

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