UMI Staff Publications

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Browsing UMI Staff Publications by Author "Atwebembeire, Juliet"

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    Instructional Resources and Teacher Effectiveness in Government-aided Secondary Schools in Uganda
    (2018 International Conference on Multidisciplinary Research, 2018) Malunda, Paul Netalisile; Atwebembeire, Juliet
    The study examines the influence of instructional resources on teacher effectiveness in government-aided secondary schools in Uganda and specifically the extent to which availability and utilization of instructional resources influence teacher effectiveness. A descriptive cross-sectional survey design was used in which 82 head teachers and 1024 teachers were selected using multistage sampling. Survey, interview, observation and document analysis methods were used to collect data. Quantitative data were analyzed using descriptive statistical analysis and ordered logistic regression, while content analysis was used to analyze qualitative data. The findings suggest that availability and utilization of instructional resources significantly contribute to teacher effectiveness although instructional resources are inadequate and not properly utilized. To enhance teacher effectiveness, the Ministry of Education and Sports (MoES) should continuously train teachers on use and improvising of instructional resources. Government should construct more libraries and science laboratories especially for Universal Secondary Education [USE] schools to promote easy accessibility of textbooks by learners and teachers and practical teaching of science subjects.
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    Instructional Resources and Teacher Effectiveness in Government-aided Secondary Schools in Uganda
    (2018 International Conference on Multidisciplinary Research, 2018) Malunda, Paul Netalisile; Atwebembeire, Juliet
    The study examines the influence of instructional resources on teacher effectiveness in government-aided secondary schools in Uganda and specifically the extent to which availability and utilization of instructional resources influence teacher effectiveness. A descriptive cross-sectional survey design was used in which 82 head teachers and 1024 teachers were selected using multistage sampling. Survey, interview, observation and document analysis methods were used to collect data. Quantitative data were analyzed using descriptive statistical analysis and ordered logistic regression, while content analysis was used to analyze qualitative data. The findings suggest that availability and utilization of instructional resources significantly contribute to teacher effectiveness although instructional resources are inadequate and not properly utilized. To enhance teacher effectiveness, the Ministry of Education and Sports (MoES) should continuously train teachers on use and improvising of instructional resources. Government should construct more libraries and science laboratories especially for Universal Secondary Education [USE] schools to promote easy accessibility of textbooks by learners and teachers and practical teaching of science subjects.
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    Performance monitoring and quality teaching and research in Private Universities in Uganda
    (International Journal of Learning, Teaching and Educational Research, 2018-10) Atwebembeire, Juliet; Musaazi, John.C.S.; Ssentamu, Proscovia Namubiru; Malunda, Paul, N.
    This study assessed the influence of performance monitoring on quality teaching and research in private Universities in Uganda. Specifically, the study investigated how performance tracking, performance reviews, performance dialogue, and consequence management influence quality teaching and research. A positivist approach and cross sectional survey design were adopted for the study. Four chartered private Universities were selected using disproportionate stratified random sampling, basing on the foundation status. Data were collected from 181 lecturers, 5 Deans, 23 Heads of Department, 3 Quality Assurance officers, 3 Senior Officers from the National Council for Higher Education (NCHE) and 39 Student Leaders using a questionnaire, interviews, documents reviews and observation methods. Descriptive statistics and regression analyses, collaborated with content analysis were used to analyze the data. Study findings revealed a positive contribution of performance monitoring to quality teaching and research. The study concluded that staff performance monitoring practices in private universities are coercive and unsustainable in enhancing quality teaching and research. Therefore, the authors recommend that managers in the sampled private universities should use a variety of participatory-oriented performance monitoring mechanisms where targets are agreed upon, constructive feedback is provided on staff performance and staff are rewarding based on performance reviews.
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    Performance monitoring and quality teaching and research in private universities in Uganda
    (International Journal of Learning, Teaching and Educational Research, 2018-10) Atwebembeire, Juliet; Musaazi, John.C.S.; Namubiru Sentamu, Proscovia; Malunda, Paul N.
    This study assessed the influence of performance monitoring on quality teaching and research in private Universities in Uganda. Specifically, the study investigated how performance tracking, performance reviews, performance dialogue, and consequence management influence quality teaching and research. A positivist approach and cross sectional survey designs were adopted for the study. Four chartered private Universities were selected using disproportionate stratified random sampling, basing on the foundation status. Data were collected from 181 lecturers, 5 Deans, 23 Heads of Department, 3 Quality Assurance officers, 3 Senior Officers from the National Council for Higher Education (NCHE) and 39 Student Leaders using a questionnaire, interviews, documents reviews and observation methods. Descriptive statistics and regression analyses, collaborated with content analysis were used to analyse the data. Study findings revealed a positive contribution of performance monitoring to quality teaching and research. The study concluded that staff performance monitoring practices in private universities are coercive and unsustainable in enhancing quality teaching and research. Therefore, the authors recommend that managers in the sampled private universities should use a variety of participatory-oriented performance monitoring mechanisms where targets are agreed upon, constructive feedback is provided on staff performance and staff are rewarding based on performance reviews.
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    Performance monitoring and quality teaching and research in Private Universities in Uganda
    (International Journal of Learning, Teaching and Educational Research, 2018-10) Atwebembeire, Juliet; Musaazi, John.C.S.; Ssentamu, Proscovia Namubiru; Malunda, Paul, N.
    This study assessed the influence of performance monitoring on quality teaching and research in private Universities in Uganda. Specifically, the study investigated how performance tracking, performance reviews, performance dialogue, and consequence management influence quality teaching and research. A positivist approach and cross sectional survey design were adopted for the study. Four chartered private Universities were selected using disproportionate stratified random sampling, basing on the foundation status. Data were collected from 181 lecturers, 5 Deans, 23 Heads of Department, 3 Quality Assurance officers, 3 Senior Officers from the National Council for Higher Education (NCHE) and 39 Student Leaders using a questionnaire, interviews, documents reviews and observation methods. Descriptive statistics and regression analyses, collaborated with content analysis were used to analyze the data. Study findings revealed a positive contribution of performance monitoring to quality teaching and research. The study concluded that staff performance monitoring practices in private universities are coercive and unsustainable in enhancing quality teaching and research. Therefore, the authors recommend that managers in the sampled private universities should use a variety of participatory-oriented performance monitoring mechanisms where targets are agreed upon, constructive feedback is provided on staff performance and staff are rewarding based on performance reviews.