Research Articles

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School Organizational Structure Implementation and Teachers’ Performance in Government-aided Secondary Schools in Gulu City
(Gulu University, 2025) Lanyero Jacqueline
This study investigated the relationship between school organizational structure and teachers’ performance in government-aided secondary schools in Gulu City, Uganda. The study focused on understanding how centralization and formalization within school structures impact teachers' ability to perform tasks such as lesson planning, time management, and assessment of students and the objectives were; To establish school organizational structure implementation in government-aided secondary schools in Gulu City, examine the level of teachers’ performance in government-aided secondary schools in Gulu City and to determine the relationship between school organizational structure and teachers’ performance in government-aided secondary schools in Gulu City. The research employed a mixed-methods approach, utilizing both qualitative and quantitative data collection techniques, including questionnaires and interviews with teachers, headteachers, and deputy headteachers across six selected schools. A cross-sectional research design was used to gather data at a specific point in time, and a sample of 186 respondents was drawn from a population of teachers and headteachers. Data analysis involved descriptive and inferential statistics to determine the relationships between school organizational structure and teachers’ performance. The findings revealed that School organisational structure exist in government aided secondary schools and are being implemented and both centralization and formalization positively relate teacher performance, particularly in areas such as work preparation schemes, assessment practices, and time management. However, centralization had little effect on lesson planning, indicating that teacher autonomy is more important in this area. The study also revealed that the level of teachers is low. identified challenges, such as unclear communication channels and overlapping roles, which hindered the level of teacher performance. The study concluded that while formalization is key in improving teachers’ performance in structured tasks, a balance between centralized decision-making and teacher autonomy is necessary to enhance performance in creative tasks like lesson planning. Recommendations included increasing teacher involvement in decision-making, providing continuous professional development, and promoting a balance between School organisational structure and ensure flexibility in School governance. This research contributed to understanding how School organizational structures implemented in schools can be designed to foster better teacher performance, ultimately improving educational outcome.
Parental Involvement and Student Retention in Universal Secondary Education Schools in Amuru District, Northern Uganda
(Gulu University, 2025) Amono Lilly
This study investigated the relationship between parental involvement and student retention in Universal Secondary Education (USE) schools in Amuru District, Northern Uganda. The primary aim was to understand how various dimensions of parental engagement specifically, the provision of school needs, payment of supplementary fees, parental follow-up, and participation in school meetings impact students' retention rates. The study adopted a mixed method approach, integrating both quantitative and qualitative research methodologies, with a sample space of 538 respondents, including students leaders, student, teachers, and school administrators. This combination allowed for a comprehensive analysis of the subject matter. The objectives of the study were determining the extent to which parents' provision of school needs correlates with students' retention rates, exploring how payment of supplementary fees affects retention, assessing the influence of parental follow-up on students' attendance and persistence, and examining the role of parental participation in school meetings in promoting retention. Data were collected through structured questionnaires and interviews, providing a rich context for understanding the dynamics of parental involvement. Findings revealedsignificant relationships between each aspect of parental involvement and student retention. Specifically, parents who provision of school had a moderate positive correlation (r =0.305**, p < 0.01), paid supplementary fees had a weak positive (r = 0.143**, p < 0.01), while consistent follow-up by parents had a moderate positive (r = 0.445**, p < 0.01), and active participation in school meetings had a high positive correlation (r = 0.763**, p < 0.05). these all contributed to improved student persistence. These findings suggested that enhancing parental involvement could serve as a key strategy for improving student retention in USE schools. In conclusion, the study emphasized the critical role that parents played in their children's education, suggesting that targeted interventions aimed at increasing parental involvement could effectively enhance retention rates in USE schools. Recommendations included developing programs to educate parents about their importance in the educational process, encouraging schools to facilitate greater parental engagement, and implementing community initiatives that support families in meeting school-related needs. By fostering stronger partnerships between parents and schools, the educational outcomes for students in Amuru District could be significantly improved.
A CRITICAL STUDY OF SYMBOLISM IN LANGO ORAL NARRATIVES
(Gulu University, 2025) ACEN REBECCA ELYAK
The study examined the use of symbolism in Lango oral narratives. Symbolism is an important aspect of oral literature as it enhances the cohesion and meaningfulness of a text. The study sought to document the sub-genres of the oral narratives among the Lango; explain how symbolism is used in the selected oral narratives and examine the roles played by symbolism in the selected oral narratives in preserving Lango culture. The study was grounded in the theory of Structuralism advanced by De Saussure (1916). The case study design was used, guided by the descriptive design and qualitative research approach. Purposive sampling was used to identify the participants of the study (in Lira City). The study used interviews, observation and recording as methods of data collection. Data was analyzed using thematic and content analysis techniques. The study revealed three sub-genres of Lango oral narratives: the myth, legend and folktale. Furthermore, plot development, entertainment, thematic development, etc., were analyzed to explore the role of symbolism in the Lango oral narratives. The study also revealed that symbolism has preserved Lango culture by way of preserving historical and cultural knowledge, Lango’s art and creativity, and the language itself. The study recommends that a digital archive should be established to preserve and protect Lango oral narratives by including transcriptions, translations, and audio-visual recordings, with collaboration from technology experts, cultural historians, and the local community. The study also recommends further study on the role of symbolism in other genres of Lango oral literature and their roles in preserving Lango culture.
Head Teachers’ Conflict Management Strategies and Teachers’ Commitment in Government Aided Primary Schools in Nwoya District
(Gulu University, 2025) Achola Harriet
This study examined the head teachers’ conflict management strategies and teachers’ commitment in government-aided primary schools in Nwoya District. The study objectives were; i) To determine the predominant conflict management strategies used by head teachers in government aided primary schools in Nwoya District, ii) To investigate the level of teacher commitment in government aided primary schools in Nwoya District, and iii) To establish the influence of head teachers’ conflict management strategies on teachers’ commitment in government aided primary schools in Nwoya District. A quantitative approach with a descriptive correlational research design was employed. The Krejcie and Morgan’s (1970) table was used to sample 238 respondents (head teachers and teachers) from a population of 462 in 36 government-aided primary schools, supported by purposive and simple random techniques. Structured questionnaires were used to collect the data, which were analyzed using SPSS version 25 through descriptive statistics, Pearson correlation, and multiple regression analysis. Findings revealed that compromising was the most frequently employed strategy by head teachers (Mean = 3.53), followed by competing (Mean = 3.38) and avoiding (Mean = 3.27). Teachers reported high levels of affective commitment (Mean = 4.21), continuance commitment (Mean = 4.31), and moderate normative commitment (Mean = 3.90). A significant positive correlation was found between compromising and affective commitment (r = .451, p < .001). Regression analysis confirmed that compromising significantly predicted affective commitment (β = .372, p < .001). The study concluded that collaborative conflict management strategies, particularly compromising, enhance teacher commitment. Leadership training and emotionally intelligent conflict resolution practices are vital for sustaining positive school climates and professional dedication. The researcher therefore recommends that schools should carry out continuous training on collaborative conflict resolution, foster open communication , incorporate performance appraisal, while encouraging teachers to apply emotional intelligence in conflict resolution.
Managing Together: Forms of Stakeholder Participation in Technical and Vocational Training Institutions in Gulu City, Uganda
(East African Journal of Education Studies, 2026-06-02) Latim, Ongom Gaudence; Lamaro, Gloria
This study examined the forms of stakeholder participation in the management of Technical and Vocational Training Institutions (TVETs) in Gulu City, Uganda. The study was motivated by the growing recognition that stakeholder engagement improves institutional governance, accountability, and student enrolment outcomes. A mixed-methods approach was adopted using a cross-sectional design. Data were collected from instructors, principals, Board of Governors (BoG), Parents and Teachers Association (PTA) executives, and education officials using questionnaires, interviews, and document analysis. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. Findings revealed that stakeholders participate in monitoring teaching and learning, attending meetings, budgeting, coordinating school activities, and supporting institutional planning. The study further found that stakeholder participation positively influences institutional effectiveness and student enrolment levels. However, challenges such as limited parental financial contribution and inconsistent participation were observed. The study concludes that structured and active stakeholder engagement is essential for strengthening TVET governance. It recommends enhanced collaboration frameworks between institutions and stakeholders to improve accountability and enrolment outcomes.
Evaluating the Work Environment in Schools
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025-11-19) Olaa, James; Lamaro, Gloria
This study was on the work environment in schools in Kitgum District. The objective was to establish the relationship between the work environment and teachers’ performance in secondary schools in Kitgum District. The study was conducted using a descriptive survey design; data was collected using an interview guide, document analysis and observation from 171 respondents. Interview data was analysed using descriptive and inferential statistics, data from document analysis and observation were analysed narratively, and descriptive statistics analysis was used to determine the level of teachers’ performance and work environment in secondary schools. The findings were presented in the form of tables and narratives from interviews. The findings revealed a positive perception of the school administrators' efforts in managing the work environment. Areas for improvement include addressing challenges related to social behaviors ,instilling institutional values and providing adequate facilities. Thus, the study recommended for provision of training for school leaders to enhance their leadership skills, ensuring a more positive perception among students. Development of targeted interventions to address challenges such as poor working conditions, job insecurity and negative social behaviors.
School Management Committee’s Participation and Effectiveness of School Management in Primary Schools
(EAST AFRICAN NATURE & SCIENCE ORGANIZATION, 2025-11-19) 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.
Assessing University‑Society Engagements: Towards a Methodological Framework
(Springer, 2023-10-17) Bekele,Abate Teklu- -; Ofoyuru,Denis Thaddeus; Woldegiorgis,Emnet Tadesse
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 2063 centennial development ambitions.
Traditional Gender Roles and the Management Performance of FemaleHead teachers of Primary Schools in Gulu District
(2024) Amongi Margaret Adimola
This study that investigated traditional gender roles and mangement performanceof female headteachers was conducted in Gulu District. Traditional gender roles arecultural and socially constructed and defined responsibilities for both men and wornen.According to available data the mangement performance of most female\headteacher was low as in the general school mangement indicators ranging between40-50 % (Gulu Inspection Report 2004 ). What could have been the cause? In light of the above. there was need to investigate what affected the mangement performance offemale headteache'rs of prirnary schools in the district.Qualitative method was employed using a cross-sectional survey design to obtain information concerning traditional gender roles and the mangement performance of female headteachers of prirnary schools. A stratified sampling technique was used to select a more representative sample. 'lThe sample size comprised of 10 female headteachcrs who headed the schools. I 0 male deputy headteachers purposely sampled from the sanmplcd schools. and 30 heads of departments that conmpriscd of male and female:. 10 senior male and female teachers. 40 male and female members of school managementt and parent teachers· associations respectively taking a total of 110 partcipants. Schools that had two deputies:. the sample were randornly selected. The researcher adopted interview approach, using open-ended interview to draw upon the experience and views of respondents at the different levels. The data was analyzed qualitatively. The data from interviews and focus group discussions were tabulated and grouped into recurrent themes and analyzed. Quotations from intcrviews were also included to hack up the findings. rethoric were various challenges and effects of traditional gender roles on management performance of female headteachers of primary schools, In light of the above. the researcher n1ade the following recommendations;The males. females and pressure groups should be mobilized and sensitized to support. promote. and encourage gender and development approach that is based on the understanding of gender roles and social relations of wonen and men . Academic and research bodies should carry out gender oriented research involving the stakeholders at all levels in order to identity gender concerns. Development partners should established and disserminate research work and encourage documentation of cxperiences. This should involve the stakeholders as well. The Ministry of Gender. Labour. and Socal Developrncnt should establish gender monitoring and evaluation from gender develpment and women in development which can help in sensitizing the people about the different roles that the different genders plan the developrncnt of the society. Academic and Research bodies should conduct many more gender oriented research to help in enlightening the public about the different issues that concern the diferent genders.
Institutional Policy for Community Transformation Activities by Disciplinary Fields in Ugandan Universities: Case Study of Gulu University
(Research Gate, 2018-06) 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.
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.

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