Research Articles

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Strategies of Managing Student Discipline in Secondary Schools in Gulu District, Uganda
(International Journal of current research, 2011-10) Denis Thaddeus Ofoyuru; Lawrence Too-Okema
The issue of student discipline is a pervasive and constant challenge. Secondary schools in Gulu District have also suffered alarming deterioration in student discipline in the past decade. This study aimed at establishing relationship between school ownership and strategies of managing student discipline in Gulu District with specific objectives of identifying strategies used in managing student discipline. Cross-sectional parallel sample survey design was used in the study with both qualitative and quantitative orientation. Target population consisted of headteachers, teachers and students with 377 respondents sampled. Questionnaire survey and key informants interview were used as techniques; interview guide and questionnaires as research instruments for data collection respectively. Data were analysed using Statistical Package for Social Sciences (SPSS). Frequencies and percentages were used. The results showed that strategies of managing student discipline in secondary schools in Gulu district included rewards, punishment, communication, and counselling. The researchers concluded that strategies of managing student discipline in secondary schools in Gulu District include rewards, punishment, communication and counselling and both faith-based and non faith-based schools in Gulu district use similar strategies of managing student discipline. Recommendations were made that policies on discipline management be streamlined, implementers should balance all the strategies and researchers should delve further into each strategy of managing student discipline.
Assessing University‑Society Engagements: Towards a Methodological Framework
(Innovative Higher Education, 2023) Bekele Teklu Abate; Ofoyuru Denis Thaddeus; Woldegiorgis Emnet Tadesse
Abstract Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last decades of the twentieth century, the third mission, also known as community engagement, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its distinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Delphi study proposes a comprehensive methodological framework of university-society engagements in Africa. The core thesis is that engagement is ubiquitous- university missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clarity, informs data collection, and interpretations of the different modalities of university engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also significant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union
Land Suitability Evaluation for Tea and Food Crops in Kabarole District, Western Uganda
(Greener Journal of Agricultural Sciences, 2013-05-29) Expedito Nuwategeka; Robert Ayine; Denis Thaddeus Ofoyuru
The study was conducted in Busoro Sub County in Kabarole District to assess the physical and economic suitability of the land for Tea, Maize and Bananas. Physical suitability was evaluated using a soil map of the study area. Soil types with their parameters of Cation Exchange Capacity, base saturation, pH, organic matter, nitrogen, potassium, and phosphorous were studied. The climate of the area was studied using annual monthly rainfall and temperature values for the area for more than thirty years. Production costs, market prices and annual yields per hectare for tea, maize and bananas were computed. Using Net Present Value approach, the economic suitability of each crop was computed. The economic and physical parameters were entered into a model built in Automated Land Evaluation System (ALES) software using the decision trees. Overall suitability evaluation results were produced for each of the respective crops. The results of the study indicated that different soil types (management units) had varying suitability among the three crops. Tea registered higher overall economic suitability followed by Bananas and then Maize. However, Bananas presented a higher overall physical suitability on all soil types followed by Tea and Maize. The study recommends conducting a mini agro-ecological zonation in planning and decision for maximum utilization of the land resources for a potential LUT is an important tool in ensuring improved agricultural livelihoods and household income.
SUPPORT FOR COMMUNITY TRANSFORMATION ACTIVITIES BY NON-ACADEMIC UNITS IN GULU UNIVERSITY
(International Journal of Higher Education and Research, 2018-09) Ofoyuru Denis Thaddeaus; Bisaso Ronald; Muwagga Anthony Mugagga
The critical role of universities in contributing to societal transformation in the modern knowledge economy has been underscored, but support by universities towards this cause seems underreported. This study investigated institutional support by non-academic units towards community transformation in Gulu University, northern Uganda. The objective was to explore how non-academic units support activities for community transformation in Gulu University. A qualitative exploratory case study based on the relativist ontology and constructivist epistemology was conducted. Senior faculty and top management constituted the sample. Data were collected using in-depth interviews from fifteen participants in the hard and soft applied disciplines and analysed thematically. Findings reveal that support for community transformation activities are two main folds: managerial and logistical,however they are routine and non-distinctive in outlook. We conclude that, non-academic units support community transformation activities in a weak and co-incidental mode. We recommend deliberate support for community transformation activities with designated structures in a university which declares a community oriented stance.
Emerging University-Society Engagements in Africa: An Analysis of Strategic Plans
(Journal of Comparative & International Higher Education, 2021) Bekele Teklu Abate; Ofoyuru Denis Thaddeus
Due mainly to globalization, knowledge economies, liberalization, and regulation and accountability regimes, higher education institutions are under increasing pressure to demonstrate their relevance and significance to society. European and North American universities have rearticulated their profiles and adopted entrepreneurial and engaged mandates. The extent to which and how African universities are strategically repositioning themselves in that respect remains obscure. Using relevant theoretical frameworks, this study explores emerging modalities of university-society engagements and linkages in Africa through a critical analysis of the current strategic plans of 30 universities from 14 countries. Qualitative and quantitative analyses of the strategic plans reveal that universities have explicitly identified strategies for the production and transfer of knowledge; for creating networks and partnerships; and for engaging varied stakeholders in decision making at various levels. Implications for further research are identified
Disablers of Activities for Community Transformation in Regional Universities in Africa: The Case of Gulu University
(East African Scholars Publisher, Kenya, 2019-07) Denis Thaddeus Ofoyuru; Ronald Bisaso; Anthony Mugagga
The knowledge economy discourse underscores the role of regional universities in socio-economic transformation, however, a number of disablers tend to undermine these efforts unnoticed or at best taken for granted. We explored disablers for community transformation activities in regional universities in northern Uganda. Employing the case study design we drew sixteen participants from academic staffs and top management. We collected data using semistructured interviews from thirteen senior faculty and three top management members and analysed using thematic analysis based on in-vivo coding and pattern coding. Strained university-community relationship, theoretical teaching, and dearth of funding were implicated as the overarching disablers for community transformation. Requisite measures are recommended to surmount the existing disablers
Land Suitability Evaluation for Tea and Food Crops in Kabarole District, Western Uganda
(Greener Journal of Agricultural Sciences, 2013-05-29) Nuwategeka,Expedito; Ayine,Robert; Ofoyuru,Denis Thaddeus
The study was conducted in Busoro Sub County in Kabarole District to assess the physical and economic suitability of the land for Tea, Maize and Bananas. Physical suitability was evaluated using a soil map of the study area. Soil types with their parameters of Cation Exchange Capacity, base saturation, pH, organic matter, nitrogen, potassium, and phosphorous were studied. The climate of the area was studied using annual monthly rainfall and temperature values for the area for more than thirty years. Production costs, market prices and annual yields per hectare for tea, maize and bananas were computed. Using Net Present Value approach, the economic suitability of each crop was computed. The economic and physical parameters were entered into a model built in Automated Land Evaluation System (ALES) software using the decision trees. Overall suitability evaluation results were produced for each of the respective crops. The results of the study indicated that different soil types (management units) had varying suitability among the three crops. Tea registered higher overall economic suitability followed by Bananas and then Maize. However, Bananas presented a higher overall physical suitability on all soil types followed by Tea and Maize. The study recommends conducting a mini agro-ecological zonation in planning and decision for maximum utilization of the land resources for a potential LUT is an important tool in ensuring improved agricultural livelihoods and household income.
Extent of Institutional Autonomy in Determination of Content and Quality of University Education in Uganda
(Sciedu Press, 2016-06-17) Ofoyuru,Denis Thaddeus; Lukwago,Rashid; Kimoga,Joseph
Outcry about deplorable content and quality of university education in Uganda is widespread. Yet, studies about the same are rare. This paper explored the extent of institutional autonomy in the determination of content and quality of university education in Uganda. The political model of university governance was the guiding theory. Findings revealed that the government, the National Council for Higher Education, and universities determine the content and quality of university education. We conclude that partial institutional autonomy is inherent in the determination of content and quality of university education in Uganda. However, we recommend that universities should be accorded more institutional autonomy in order to achieve better content and quality of education suitable for national development.
Institutional Policy for Community Transformation Activities by Disciplinary Fields in Ugandan Universities: Case Study of Gulu University
(International Journal of Education and Research, 2018-06-06) Ofoyuru Denis Thaddeus; Bisaso Ronald; Muwagga Anthony Mugagga
Community transformation rhetoric by some universities is so unequivocal that one would expect such universities to have institutional policies informing disciplinary activities for the same. Studies focusing this area are glaringly sparse. We investigated how policies inform community transformation activities by disciplinary fields in Gulu University, a public university in Uganda. The study answered the question: how do policies inform community transformation activities by disciplinary fields in Gulu University? A qualitative case study using in-depth interviews and documents check was conducted. Fifteen members of academic and management staff constituted the sample. Findings reveal an institutional policy-disciplinary activity disjuncture. It is recommended that institutional policy should be developed to mainstream community transformation into activities by disciplinary fields in such a university that seeks to transform community to give the university a true community oriented stature.
Assessing University-Society Engagements: Towards a Methodological Framework
(nnovative Higher Education, 2023-10-17) Bekele,Teklu Abate; Ofoyuru,Denis Thaddeus; Woldegiorgis,Emnet Tadesse
Abstract Higher education institutions pursue three distinct yet interrelated missions of education, knowledge production, and community engagement. Until the last dec ades of the twentieth century, the third mission, also known as community engage ment, has received little attention. Although the third mission generally aims to contribute to the socio-cultural and economic transformations of society, its dis tinct characteristics are still under-theorized. None of the existing methodological and conceptual frameworks provides a holistic analysis of significant engagement indicators that transcend specific application contexts. Collecting data on university engagement with society and making meaningful interpretations is thus a challenge to researchers and practitioners. To contribute to filling this gap, this modified Del phi study proposes a comprehensive methodological framework of university-soci ety engagements in Africa. The core thesis is that engagement is ubiquitous- univer sity missions and support systems embody it. The framework thus constitutes eight engagement domains aligned with university core functions (teaching, knowledge production, and societal service) and support systems (governance, digitalization, internationalization, partnerships, and sustainability), with 52 items, rating scales, and descriptors. The framework contributes to conceptual and methodological clar ity, informs data collection, and interpretations of the different modalities of univer sity engagements. The alignment of engagement domains to university activities and the simplified articulations of the indicators ensure straightforward interpretations and applications of the framework by practitioners and researchers. It is also signifi cant as it comes at a time when universities are expected to contribute more directly and significantly to the realizations of the UN 2030 SDGs and the African Union 2063 centennial development ambitions
Learning Environment and Inclusion of learners in Secondary Education in Uganda
(East African Journal of Education Studies, 2023-10-15) Opio,George; Ofoyuru,Denis Thaddeus; Prof. Hoppers,Catherine A. Odora
The inclusion of learners in secondary education has been fundamentally associated with the learning environment. However, little is known about the relationships between types of learning environments and inclusion when moderated by self-efficacy and mediated by disability status. This study measured whether different types of learning environments were associated with inclusion differently and if self-efficacy and disability status mediated the relationships between learning environment and inclusion. In a cross-sectional study, 309 learners with and without disabilities were assessed for inclusion in secondary education, Self-efficacy, Disability status and Learning environment. Regression Analyses were used to measure the association between different types of Learning environment and inclusion and the moderating role of learner’s self-efficacy and disability status in the relationship between learning environment and inclusion in secondary education. The findings yielded that physical and social learning environments are the types of learning environments that significantly and independently predicted inclusion in secondary education. The physical learning environment was significantly correlated with social efficacy (B=. 18, P<. 001) and all four facets of inclusion: access (B=. 19, P<. 001), Presence (B=. 12, P<. 001), Participation (B=. 14, P<. 001) and Achievement (B=. 10, P<. 001). While Social environment also had appositive and stronger effect on social efficacy (B=. 27, P = .001) and facets of inclusion; access (B=. 33, P<. 001), presence (B=. 22, P<. 001), Participation (B=. 26, P<. 001), and achievement (B=. 20, P<. 001). Disability status was found not to relate significantly to self-efficacy and inclusion, but self-efficacy was positively associated with inclusion. The direct relation between learning environment and inclusion remained significant (B=. 33, P<. 001). However, self-efficacy and disability status did not mediate the relationship between learning environment and inclusion. Types of learning environments should be considered when implementing inclusion in secondary education. Psycho-educational intervention should consider the development of social efficacy as a key determinant of the inclusion of all learners in secondary education.
The Relationship Between Physical Learning Environment and Academic Achievement of Learners in Inclusion: Across-Sectional Survey with Secondary School Students in Uganda
(Advances in Social Sciences and Management, 2024-01) Opio,George; Ofoyuru,Denis Thaddeus; Prof.Hoppers,Catherine. A. Odora; Odama,Steven; Ogwang, Tom. Henry; Monk,Davide
This study examined the student’s perception of their school physical learning environment (Specifically, how accessible, Appropriate and Suitable) and how it relates to academic achievement of all learners in an inclusive secondary school setting. Data was collected using self-administered questionnaires from 309 Participants including learners, teachers and head-teachers. We examined the relationship between the elements of physical learning environment (accessibility, suitability and appropriateness) and academic achievement of learners with and without special educational need. Data was analyzed using statistical package for social scientist (SPSS) version 25.0. Results showed that there was a moderate positive statistically significant relationship between physical learning environments and academic achievement of learners in inclusive secondary schools in Uganda (r=, 452, p<0.01). Results also showed that the elements of physical learning environment namely; Accessibility of physical learning environment (r=. 431, p<0.01); Suitability of physical learning environment (r=. 410, p<0.01) and appropriateness (r=. 335.p<0.01) had a positive statistically significant relationship with academic achievement of all learners including those with special educational needs. Results from the multiple regression analysis showed that 27% of academic achievement of learners was determined by the elements of physical learning environment with accessibility and suitability of the physical learning environment were the most significant predictors of academic achievement for all learners. We concluded that physical learning environment is fundamental in determining academic achievement of all learners in inclusive secondary schools in Uganda. Interventions should therefore target accessibility and suitability of the physical learning environment if academic achievement of learners in inclusive secondary schools is to be enhanced.
Level of Students’ Achievements in Co-Curricular Activities in Schools
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025) Jussy Hakiigaba Okello; Gloria Lamaro; Jerry Bagaya
This research focused on examining students' achievement in co-curricular activities (CCAs) in secondary schools in Gulu City. The objective of this study was to establish the level of students’ achievements in co-curricular activities in secondary schools in Gulu City. The number of medals won, number of trophies won, number of excelling students representing the school, City, Country, number of certificates obtained, number of scholarships awarded and number of records set at competitions denoted the level of students’ achievements in co-curricular activities. The study was conducted using a correlational design. Data was collected using questionnaires featuring closed-ended questions categorised into sections. Section A focused on background information, requiring respondents to select the most relevant option. Section B addressed the level of students’ achievements in CCAs, with respondents indicating their agreement or disagreement using a five-point Likert Scale, interviews; a structured guide was employed, encompassing background information in part A and questions on students' achievements in part B and observation surveys from 218 respondents. Interview data was analysed using descriptive and inferential statistics, data from observation was analysed narratively and descriptive statistics analysis was used to determine the level of students’ achievements in secondary schools. Ordinal regression was used to analyse the data. The findings were presented in the form of tables and narratives from interviews. The results of the findings indicated that the majority (55.6%) of respondents agreed that the level of students’ achievements in co-curricular activities was high. The status of excelling students in CCAs in the city at all levels was high. The study recommended that the government should prioritise funding for co-curricular activities from grassroots to national levels, focusing on talent identification and development. City leaders should lobby development partners and the central government for adequate funding. School head teachers should strategise for promoting co-curricular activities and talent development.
Management of Students’ Discipline and Academic Performance in Schools
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025) Okidi Jacqueline Aber; Gloria Lamaro; Nicholas Gregory Okello
This study examined the management of students’ discipline and its relationship with academic performance in secondary schools in Gulu Municipality. The objectives were to assess the level of discipline management, determine academic performance levels, and explore the correlation between discipline management and academic outcomes. A cross-sectional correlational survey design was employed, utilising both quantitative and qualitative methods. A sample of 384 respondents (188 students and 186 teachers) was randomly selected from 10 secondary schools. Data collection tools included self-developed questionnaires, document analysis, and interviews. Data analysis involved ANOVA, mean scores, and Spearman’s rank-order correlation. Results revealed a high level of discipline management but low academic performance. No significant relationship was found between discipline management and academic performance. The low academic achievement may be influenced by factors such as students’ and parents’ socio-economic and financial status. The study suggests that existing disciplinary strategies effectively address indiscipline but recommends revisiting and enhancing policies and interventions to improve academic outcomes across all education levels in the municipality.
Leveraging Problem-Based Learning (PBL) to Cultivate Critical Thinking Skills in Graduate Education: A Framework for Advancing the Higher Education Ecosystem
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025) Gloria Lamaro; Joseph Kimoga
The increasing complexity of global challenges demands that graduate education prioritise the development of critical thinking and problem-solving skills. Problem-based learning (PBL) offers a promising pedagogical approach that facilitates deeper learning by engaging students in real-world problems that require analytical thinking and collaborative solutions. This paper explores the potential of PBL to foster critical thinking skills in graduate education, outlining its effectiveness in enhancing students' ability to apply theoretical knowledge to practical contexts. The study examines the integration of PBL into higher education curricula as a means to not only improve cognitive abilities but also contribute to the advancement of the academic ecosystem. The paper presents a comprehensive framework for implementing PBL, addressing key strategies, benefits, and challenges associated with its adoption. It concludes with recommendations for educators and administrators to effectively incorporate PBL into graduate programs, ensuring that students are equipped with the critical skills necessary for navigating contemporary societal and professional challenges.
The Interface between Self-Determination Attributes and Inclusion: A Cross-Sectional Survey of Secondary School Students in Uganda
(Advances in Social Sciences and Management, 2024-01) Opio,George; Ofoyuru,Denis Thaddeus; Prof.Hoppers,Catherine A Odora
This study examined the interface between self-determination attributes and inclusion in secondary education in Uganda. We examined the interface between the attributes of self-determination (perceived autonomy, Competence and relatedness) and inclusion of learners with and without special educational needs in secondary education. Data was collected using closed ended self-administered questionnaires from 309 students. Data was analyzed using statistical package for social scientist (SPSS) version 25.0. Results showed that there was a moderate positive statistically significant relationship between self-determination attributes and inclusion (r=. 409, P<0.01). The table also shows that all the attributes of self-determination had a moderate positive statistically significant relationship with inclusion; Perceived autonomy satisfaction (r=. 318, P<0.01), Perceived competence satisfaction (r=. 346, P<0.01) and Perceived Relatedness satisfaction (r=. 336, P<0.01). This implies that there is a positive interface between all the attributes of self-determination and inclusion of learners in secondary education in Uganda. Results of multiple regression analysis show that 57% of the variance on inclusion could be attributed to the elements of self-determination namely; perceived autonomy satisfaction (P=. 002 B=. 523 t=2.263), Perceived competence satisfaction (P=. 007 B=. 563 t= 2.263) and Perceived Relatedness satisfaction (P=. 004 B=. 693 t= 2.692). The above results show that perceived autonomy satisfaction and perceived relatedness satisfaction were the only statistically significant predictors of inclusion. Interventions aimed at improving inclusion should therefore emphasize development of autonomy and relatedness as psycho-educational interventions.
Doctoral education and the knowledge triangle: dynamics of linkage to other sectors in doctoral programs in Uganda
(Gulu University, 2025) Etomaru Irene; Ofoyuru Denis Thaddeus
Purpose – This study aims to explore the dynamics of linking doctoral programs to other sectors constituting future workplaces and fields of public engagement for doctoral graduates in Uganda. This is in light of the current global pressures for universities to contribute more directly to society, and changes in student demographics and career aspirations. In a number of jurisdictions, intentional linkage to other sectors is being pursued to better prepare doctoral graduates for work beyond academia. However, not much is known about the dynamics involved. Guided by the knowledge triangle framework, this paper posits that creating sufficient links between education, research and innovation through linkage to other sectors can offer a window of opportunities for attaining relevant doctoral outcomes for both students and wider society. Design/methodology/approach – Qualitative multiple case study design was used to explore mechanisms of linking doctoral programs to other sectors in Uganda. Data was collected through in-depth interviews with 45 participants selected across all institutions providing doctoral education in Uganda. Thematic analysis was used to make sense of the data. Findings – The study found no formal mechanisms for linking doctoral programs to other sectors. Lack of institutionalization, narrow focus in program design, cultural mismatch and resource limitations were major systemic constraints to effective linkage to other sectors in doctoral education. Institutionalization of integrated learning in collaborative university-other sector settings in doctoral education in Uganda is recommended. Research limitations/implications – The research data is exclusively from higher education institutions, the possibility of not comprehensively reflecting the broader perspectives from other sectors cannot be overlooked.Amore comprehensive study of the dynamics of innovating doctoral education in Uganda through coherent collaboration between higher education institutions and other sectors to ensure the success of linking education, research and innovation is recommended. Practical implications – Promoting the knowledge triangle approach in doctoral education by creation of synergies between education, research and innovation through linkages to the other sectors would enhance the attainment of relevant doctoral outcomes for students and the wider society
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.

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