Research Articles

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Learning Environment and Inclusion of learners in Secondary Education in Uganda: Analysis of the Moderating role of Self-Efficacy and Disability Status
(East African Journal of Education Studies, 2023-10-16) Opio,George; Ofoyuru,Denis Thaddeus; Odora Hopper Catherine A
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.
Towards a Typology of Activities for Community Transformation: Case Study of Gulu University
(INTERNATIONAL JOURNAL OF INNOVATIVE RESEARCH AND KNOWLEDGE, 2018-06) Ofoyuru,Denis Thaddeus; Bisaso,Ronald; Muwagga,Muwagga Anthony
More than ever, pressure is being brought to bear on universities to contribute directly to societal transformation. However, research about this phenomenon in Africa is rare. The objective of the study was to explore activities for community transformation by disciplinary fields in Gulu University, in northern Uganda. We sought to understand how community transformation activities manifest in disciplinary fields in Gulu University through a qualitative case study. Twelve senior faculty and three top managers constituted the sample. We collected data using in-depth interviews and documents check; and analysed thematically. Findings reveal inter- and intra disciplinary asymmetry and variation; and functional asymmetry in activities for community transformation by disciplinary fields. We conclude that the overall state of community transformation is fragile. A mutli- and inter disciplinary approach to activities for community transformation is proposed.
Doctoral education and the knowledge triangle:
(Emerald Insight, 2025-03-25) 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 instudent 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 iInstitutionalization, 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. A more 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
Exploring the Influence of Organisational Culture on Employee Adaptation to Change in Educational Institutions
(East African Journal of Education Studies, 2025-12-23) Gloria Lamaro1*, Adini Alex1, Lubangakene Job1, Mugisa Donald Okurulal1, Omony Dickens1 & Rwot Omiyo Victor1
Organisational culture plays a pivotal role in shaping how employees perceive, respond to, and adapt to change within educational institutions. This study explored the influence of organisational culture on employee adaptation to reforms in selected secondary schools and Gulu University in Northern Uganda. Guided by Schein’s Organisational Culture Model and Kotter’s Change Management Theory, the research adopted a qualitative phenomenological approach, utilising semi-structured interviews, nonparticipant observations, and document reviews. Findings reveal that collaborative, student-centred, and values-driven cultures facilitate positive perceptions, engagement, and successful adaptation to reforms such as the Competency-Based Curriculum and ICT integration. Conversely, rigid hierarchies, limited resources, and insufficient socialisation hinder change adoption. Leadership modelling, mentorship programs, and structured professional development emerged as critical mechanisms mediating adaptation. The study contributes context-specific insights into the interplay between culture, leadership, and change, offering practical recommendations or policymakers, administrators, and educators to enhance reform implementation and institutional effectiveness.
Level of Students’ Achievements in Co-Curricular Activities in Schools
(East African Journal of Arts and Social Sciences, 2025-07-03) Jussy Hakiigaba Okello1*, Gloria Lamaro1 & Jerry Bagaya1
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.
Co-Designing Higher Education Curricula Through Community Engagement: A Joint Advisory Model for Transformative Learning
(East African Journal of Education Studies, 2025-11-07) Gloria Lamaro1*, Beatrice Abonga Ajok1, Ricky Richard Ojara1, Elly Kurobuza Ndyomugyenyi1 & George Ladaah Openjuru1
Gulu University implemented community engagement in its agricultural, medical, and business education curricula through Joint Advisory Groups JAGs) and service-learning as part of the TESCEA Project initiative. Using a qualitative case study approach, this article examines how community involvement guided curriculum co-design and how applied field experiences enhanced student learning. Findings indicate that incorporating community insights significantly improved student employability, civic engagement, and the capacity to address regional challenges such as malnutrition and food insecurity. The study offers evidence-based recommendations for embedding participatory curriculum models in African higher education. Building on these findings, the research further explores the broader implications of community–university collaboration for transformative learning in developing contexts. Through interviews, focus groups, and document reviews, the study highlights how sustained engagement among academic staff, students, and local stakeholders fosters mutual trust, shared ownership, and the relevance of educational outcomes. The Joint Advisory Groups served as vital platforms through which farmers, health workers, business owners, and local leaders contributed to shaping course content, ensuring that theoretical instruction aligned with the socio-economic realities of northern Uganda. Moreover, service-learning projects provided students with real-world contexts to apply classroom knowledge, refine problem-solving skills, and cultivate empathy for community challenges. Such experiential opportunities not only enhanced graduate readiness for employment but also strengthened their sense of social responsibility and innovation. The research emphasises that participatory curriculum design can serve as a catalyst for institutional transformation by bridging the gap between academia and society. In conclusion, the paper calls for policy frameworks and resource allocation that support continuous dialogue between universities and their surrounding communities to sustain impact, deepen relevance, and promote inclusive, locally grounded higher education reform across Africa.
Relationship between Headteachers’ Gender and Financial Management in Schools
(East African Journal of Interdisciplinary Studies, 2025-11-19) Alfred Azim Okello1 & Gloria Lamaro2*
The study was on the relationship between headteachers’ gender and financial management in schools, by managers to monitor an organisation's assets, debts, and inventory usage. In modern management, financial control is increasingly important in schools. However, head teachers in primary schools often lack financial management skills, leading to potential financial risks such as poor staffing, accounts receivable, credit, collections, accounts payable/purchasing, asset acquisition and maintenance, financial reporting, and inventory management. This study explored whether gender, i.e., male or female, could explain the low level of financial management in primary schools in Kitgum District. The study determined the relationship between head teachers' gender and financial management in primary schools in Kitgum District. Data was collected from 300 respondents using questionnaires, interviews, and document analysis. The results showed that gender disparities in financial management skills assessments were negligible or unimportant across different aspects. Both male and female head teachers received comparable assessments in most areas, indicating a consistent perception of their financial management practices. The study concluded that there is no significant correlation between financial discipline, as measured by Financial Planning, Financial Requisition, Financial Records, and Financial Reports, and gender within this dataset of 150 individuals. The correlation coefficients indicate extremely weak or negligible associations between gender and various aspects of financial discipline.
Influence of Teacher Competence on Pupils’ Academic Achievement in Primary Schools
(East African Journal of Education Studies, 2026-02-12) Obote Alice Lamunu1* & Gloria Lamaro1
This study examined the impact of teachers’ proficiency on pupils’ academic performance in public primary schools in Gulu City. Using a mixed-methods approach with 210 participants (pupils, teachers, head teachers, and academic heads), data were collected through questionnaires and interviews. Findings indicated that pupils’ performance was moderately better in formative assessments than in summative exams. Teacher proficiency in subject knowledge, classroom management, and social/moral conduct showed strong, significant positive correlations with pupils’ performance. Qualitative results highlighted challenges such as large class sizes, limited resources, inconsistent teaching methods, and low parental involvement. Environmental factors had mixed effects: resources and class location correlated moderately with learning, but overcrowding and inadequate materials negatively affected performance. The study concluded that teacher proficiency significantly influences academic outcomes, and recommended professional development, reduced class sizes, improved resources, and enhanced parental/community involvement to boost pupil achievement in Gulu City’s public primary schools
Educational leadership practices and institutional management of academic and student affairs in teacher training institutions in Uganda
(African Educational Research Journal, 2026-01-20) Gloria Lamaro*, Bosco Areng, Prossy Acaa, Canogura Christine Lakot, Dickens Omony, Dorcus Tulina and Humphreys C. Okellolirra
This study examined educational leadership practices and their role in the institutional management of academic and student affairs in teacher training institutions in Uganda using a qualitative phenomenological approach. The study targeted Principals of Teacher Training Institutions, Academic Registrars/Lecturers, and Coordinating Centre Tutors, from whom participants were purposively selected. Data were collected through in-depth interviews and analysed thematically using narrative presentation. Findings reveal that effective management of academic and student affairs depends on participatory and transformational leadership practices that integrate strategic planning, supervision, mentorship, and coordinated support systems, but these practices are constrained by inadequate resources, weak staff commitment, policy overlaps, student indiscipline, and communication gaps. The study recommends strengthening instructional supervision, enhancing leadership and staff capacity through continuous professional development, improving resource allocation, institutionalising participatory decision-making structures, and harmonizing partnerships and policy implementation frameworks to enhance academic quality, student welfare, and institutional accountability. The study contributes empirical insights to educational leadership, planning, and administration in resource-constrained teacher training contexts and informs policy and practice for institutional improvement in Uganda.
Leveraging Problem-Based Learning (PBL) to Cultivate Critical Thinking Skills in Graduate Education: A Framework for Advancing the Higher Education Ecosystem
(East African Journal of Arts and Social Sciences, 2025-07-14) Gloria Lamaro1 & Joseph Kimoga1*
priorities 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.
Market Orientation in Universities: Bridging Academia and Stakeholder Expectations
(International Journal of Advanced Research, 2025-02-04) Gloria Lamaro1*, Jussy Hakiigaba Okello1 & Badru Musisi2
This study explores the market orientation practices at Gulu University, Uganda, to understand how the institution aligns its academic programs with the needs of external stakeholders, such as employers, and enhances stakeholder satisfaction. Using a qualitative approach, data were gathered through semi-structured interviews, focus group discussions, and document analysis involving faculty, students, employers, and community leaders over a ten-year period (2013–2023). Findings reveal that Gulu University has made significant efforts to align its academic offerings with local job market demands, especially in fields like Information Technology and Business Administration. However, programs in areas such as the humanities were criticized for being less market-responsive, with graduates in these fields often lacking necessary practical skills. Both employers and students noted that while some programs were beneficial for job preparation, others felt outdated and disconnected from industry needs. The study also highlights that the university has engaged with external stakeholders through initiatives like internships and outreach programs, though these efforts were inconsistent and lacked coordination across departments. Students expressed frustration with the limited accessibility of these opportunities. Additionally, while some curriculum revisions have been made, the pace of change remains slow, particularly in non-technical disciplines, which hampers the university’s ability to meet evolving market demands. The study concludes that while Gulu University has made progress, barriers such as limited resources, fragmented stakeholder engagement, and slow curriculum updates hinder the full implementation of market orientation. Recommendations include adopting a more coordinated market orientation strategy, investing in faculty development, and integrating stakeholder feedback into the curriculum. Further research is recommended to assess the long-term impact of these strategies on graduate employability and institutional success.
Relationship between Strategies of Managing Co-Curricular Activities and Students’ Achievements in Co-Curricular Activities in Secondary Schools
(ast African Journal of Education Studies, 2025-11-19) Jussy Hakiigaba1*, Okello Gloria Lamaro1 & Jerry Bagaya1
The study was on the relationship between strategies of managing cocurricular activities and the level of students’ achievements in CCAs in secondary schools in Gulu City. The objectives of this study were to establish the relationship between strategies of managing co-curricular activities and the level of students’ achievements in CCAs in secondary schools in Gulu City. Benchmarking, awarding scholarships, training and coaching, financing of CCAs, sponsorships to excelling students, assigning patrons and matrons with roles to manage clubs and societies and role modeling denoted strategies of managing co-curricular activities, whereas, 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 level of students’ achievements in co-curricular. The study was conducted using a correlation design; data were collected using questionnaires and observation surveys from 218 respondents. Data from observation was analysed narratively, and descriptive statistics analysis was used to determine the level of students’ achievements and strategies of managing CCAs in secondary schools. Bivariate Regression was used to generalise data from objectives one and two. The relationship was analysed using ordinal regression using data from strategies of managing CCAs and the level of students’ achievements in CCAs. The findings were presented in the form of tables and narratives from the interview. The results of the findings indicated that the majority of respondents agreed that students’ achievements in co-curricular activities were high. The findings revealed that the preferred strategies of managing CCAs by the different secondary schools in Gulu City were: assigning of patrons and matrons, certificates, training and coaching, and scholarship, ranked accordingly. The findings revealed that though independent variables such as scholarship, sponsorship, benchmarking, financing, and assigning of matrons and patrons have positive outcomes, strategies such as role modelling and mentorship approach are demotivating if not employed with more care. It was found that strategies such as training and coaching, and awarding certificates of good performance, significantly improved students’ achievement. Thus, the status of excelling students in CCAs in the city at all levels was likely to relate to the strategies employed in managing
Strategic management of augmented reality for inclusive education in Uganda
(African Educational Research Journal, 2026-01-14) Gloria Lamaro*, Agnes Acayo, Bosco Areng, Canogura Christine Lakot, Ochen Paul Pax and Victor Rwotomiya
This study explored the strategic management of Augmented Reality (AR) technology in supporting inclusive primary education in selected districts of Northern Uganda. Using a qualitative research design, data were collected through semi-structured interviews with District Education Officers (DEOs), District Inspectors of Schools (DISs), headteachers, teachers, and learners with diverse special educational needs. Thematic analysis revealed that AR integration is guided by national policies, including the National ICT in Education Policy (2024), the Children’s Act (2008), and district strategic plans emphasizing inclusive education. Findings indicated that effective AR implementation depends on strategic planning, resource mobilization, leadership, professional development, and monitoring systems such as TELA and EMIS. Challenges included limited infrastructure, inadequate teacher training, insufficient funding, and uneven access to AR tools. Despite these constraints, teachers adapted AR through peer support, collaborative learning, and audio-visual resources, improving student engagement and participation. The study underscores the critical role of leadership, policy alignment, and stakeholder collaboration in leveraging AR for inclusive education. Recommendations include targeted capacity building, improved ICT infrastructure, equitable resource distribution, and pilot programs for AR integration.
Teaching Change: TESCEA’s Journey Toward Gender-Equitable Higher Education – A Case Study of Gulu University, Uganda
(East African Journal of Arts and Social Sciences, 2025-11-07) Gloria Lamaro1*, Beatrice Abonga Ajok1, Ricky Richard Ojara1, Elly Kurobuza Ndyomugyenyi1 & George Ladaah Openjuru1
This study critically examined the effectiveness of TESCEA’s gender mainstreaming initiatives at Gulu University, focusing on gender training workshops, policy advocacy, and the establishment of a dedicated Gender Mainstreaming Unit. Employing qualitative methods, data were collected from academic staff and university leadership to explore how these interventions embedded gender responsive pedagogy within the institution’s teaching and policy frameworks. Findings revealed that participatory gender training significantly enhanced staff awareness and fostered transformative teaching practices, while policy reforms contributed to institutionalising gender equity mandates. The Gender Mainstreaming Unit emerged as a key actor in sustaining momentum and ensuring accountability. However, challenges such as limited resource allocation and entrenched cultural norms continued to hinder comprehensive progress. The study highlights the critical importance of context-sensitive, multi-level strategies that address both institutional structures and socio-cultural realities to effectively advance gender equity in higher education. These insights contribute to the growing body of research on gender mainstreaming in African universities and offer practical implications for policy and practice.
Optimising Critical Thinking in Graduate Education: The Role of Guided Facilitations
(East African Journal of Education Studies, 2025-07-18) Gloria Lamaro1*, Joseph Kimoga2, Dianah Nampiija3 & Frank Reich1
As the professional world becomes more complex, the ability to think critically is increasingly recognised as a vital skill for success. This study explored the impact of guided facilitation on the development of critical thinking skills among graduate students at Gulu University. The aim was to investigate how structured facilitation, involving reflective exercises and guided interactions, helped students apply theoretical knowledge in practical settings, deepening their understanding of intricate issues. A qualitative methodology was employed, gathering insights through interviews and focus group discussions with current graduate students, recent alumni, and faculty. The findings indicated that participants considered critical thinking fundamental to academic achievement and future career success. Guided facilitation was identified as a powerful tool for enhancing analytical thinking, problem-solving, and the ability to synthesise multiple perspectives. Graduates reported significant improvements in their capacity to dissect complex problems, assess evidence critically, and generate innovative solutions. Additionally, the study highlighted the value of incorporating culturally diverse facilitation strategies, which broadened students' understanding of different socio-economic realities relevant to their fields. However, the study also revealed challenges in the consistent application of guided facilitation within the curriculum, suggesting the need for better integration and institutional support. In conclusion, the research underscored the effectiveness of guided facilitation in strengthening critical thinking. By bridging theoretical concepts with real-world applications, guided facilitation enhanced students' problem-solving and creative thinking, equipping them for future challenges. The study advocates for the increased incorporation of guided facilitation in graduate programs and recommends further research to assess its long-term impact on critical thinking development.
Using Case Scenarios to Foster Critical Thinking Skills among Graduate Students
(East African Journal of Education Studies, 2024-11-19) Lamaro. Gloria1*, Kimoga Joseph 2, Nampiija Dianah 2 & Frank Reichert3
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.
Management of Students’ Discipline and Academic Performance in Schools
(East African Journal of Arts and Social Sciences, 2025-07-08) Okidi Jacqueline Aber1, Lamaro Gloria * & Okello Nicholas Gregory
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.
Relationship between Head Teacher's Motivation Strategies and Teacher's Performance in Secondary Schools in Serere District
(East African Journal of Education Studies, 2023-12-21) Lmaro Gloria Lamaro1* & 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.
Student-Centred Changemaker Portfolios: Evaluating TESCEA’s Impact on Critical Thinking, Gender Awareness, and Employability
(East African Journal of Arts and Social Sciences eajass.eanso.org, 2025-11-07) Lamaro Gloria 1*, Ajok Abonga Beatrice ,Ojara Ricky Richard ,Ndyomugyenyi Kurobuza Elly Kurobuza & Openjuru Ladaah George
This study explores the effectiveness of student-centred changemaker portfolios implemented through the Transforming Employability for Social Change in East Africa (TESCEA) initiative at Gulu University. Anchored in transformative learning and gender mainstreaming frameworks, these portfolios aim to enhance students’ critical thinking, problem-solving, gender awareness, and employability in a post conflict higher eduation context. Employing a qualitative-dominant approach complemented by quantitative surveys, the study examines students’ reflective experiences, faculty perspectives, and portfolio content. Findings indicate that portfolios foster reflective practice, gender-sensitive problem-solving, and employability skills while promoting agency and social responsibility. Challenges, including inconsistent faculty support, limited resources, and variable institutional commitment, constrain the full potential of the initiative. The study concludes that with strategic institutional support and continuous professional development, change maker portfolios can serve as transformative pedagogical tools that bridge academic learning with socio-economic and gender equity objectives in fragile contexts.
Managing total quality in Ugandan teacher education institutions: Insights from tutors and administrators
(African Educational Research Journal, 2026-01-14) Lamaro Gloria , Acayo Agness, Komuhangi Bernadette, Lubangakende Job, Ochen Paul Pax, Opiyo Emmy Godfery and Victor Rwotomiya
This study explored the implementation and management of Total Quality Management (TQM) in teacher education institutions in Uganda from the perspectives of tutors and administrators. Using a qualitative research design, semi-structured interviews were conducted with key stakeholders to gain in-depth insights into the strategies, challenges, and perceived outcomes of TQM initiatives. Fifteen participants, including head teachers, tutors, and PTC staff from five purposively selected institutions, were engaged. The study was grounded in an interpretivist philosophy, emphasizing participants’ subjective experiences and meaning making processes. Findings revealed that, although awareness of TQM principles was generally high, implementation was often fragmented, monitoring was inconsistent, and learning outcomes varied across institutions. Additional challenges included limited staff engagement in quality assurance processes and uneven application of professional development programs. This study contributed to the discourse on quality assurance in higher education by offering context-specific recommendations for effective TQM adoption. Policy and practice implications included strengthening capacity-building programs, fostering collaborative management practices, and institutionalizing systematic monitoring mechanisms.

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