Browsing by Author "Karyeija, Gerald Kagambirwe (Supervisor)"

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Head Teachers Leadership Styles and Learners Performance in Primary Schools in Gulu District, Uganda
(Uganda Management Institute, 2014-03) ADIMOLA, Christopher; Karyeija, Gerald Kagambirwe (Supervisor); Barifaijo, Maria Kaguhangire(Supervisor)
This study was carried to find out the contribution of head teachers’ leadership styles in the learners’ performance and possibly suggest positive ways of improving the performance. The study examined the contributions of autocratic, democratic, and laissez-faire leadership styles head teachers are using in the schools in Gulu District. The study used a cross sectional design to study and secure the depth of the data. Two approaches were used, quantitative and qualitative concurrently. Numbers of theories were cited and early researchers’ documentations visited. Observation, interview guides documentary reviews and questionnaire were some of the methods used. The collected data was coded, interpreted and analysed using the SPSS computer programme. The opinions and the findings indicated that the head teachers’ leadership styles were major contributors of performance in schools among learners. The result of the study advised that head teachers need to practice all the three styles of leadership namely autocratic, democratic, and laissez-fair and the finding advice that they should avoid dwelling on one style of leadership alone. It was also found that an institution would run best with support from other players which have been found in the democratic leadership style mostly. The recommendations made were to have more findings on the poor performance of learners .Autocratic leadership style be limitedly practise in the schools since the outcome may be dangerous to the learners. Head teachers should share with the subordinate’s ideas in order to improve learners’ performance. The communities should fully participate in school activities in order to improve performance and head teachers should work together and closely with the stakeholders in the community to improve performance.
Organisational Factors Affecting Students’ Research Outputat a selected Tertiary Institution in Kabale Municipality
(Uganda Management Institute, 2015-10) SERUGO, Jehoiada Amooti; Barifaijo, Maria K.(Supervisor); Karyeija, Gerald Kagambirwe (Supervisor)
This study was about organisational factors affecting students’ research output at the selected tertiary institution in Kabale municipality. The objectives were to establish the effect of teaching on students’ research output; to find out the effect of supervision on students’ research output; and to investigate the effect of the quality control on students’ research projects at the selected tertiary institution in Kabale municipality. A cross-sectional design was used. Data was collected using questionnaires, interview-guides from a population sample of 72 respondents. Quantitative data was analyzed statistically using the Pierson Product Moment Correlation Coefficient formula and Spearman Rank Order Correlation Coefficient with the help of SPSS, while qualitative data was analysed using content analysis strategy. It was found out that each of the three variables had a positive moderate effect on students’ research output given by Spearman’s correlation coefficient, whereby teaching was 0.625; supervision was 0.496, and quality control mechanisms was 0.509. It was concluded that teaching significantly affects the students’ research performance at the institution; supervision significantly affects students’ research outputs at the institution; quality control mechanisms significantly affect students’ research outputs at the institution. Regarding the first objective, it was recommended that the college should integrate part-time teaching into the recommended rage of 20% - 50% by the NCHE; train lecturers in professional skills as instructors; shift from pure pedagogy which is teacher-centred to interactive andragogy which is learner-centred; encourage lecturers and students to apply the available ICT facilities while teaching research methods.For the second objective, it was also recommended that the institution should establish a more conducive academic culture through more effective leadership in which the principal serves as a change agent; train supervisors in various supervision styles; gradually shift from supervisor-centred to student-centred supervision styles; monitor regularly the way students are supervised in research. Finally for the third objective, it was recommended that the institution should establish a comprehensive quality assurance policy framework pointing out both internal and external quality control mechanisms for research as similar institutions in the country have done.
The Relationship Between Servant-Leadership and Organizational Citizenship Behavior Among Leadership Development Program Graduates in Uganda.
(Uganda Management Institute, 2016-01) AKIMANZI, Augustine B. N.; Karyeija, Gerald Kagambirwe (Supervisor); Kiwanuka, Michael (Supervisor)
There is a growing quest to better understand the Servant Leadership model, even while it is an established fact that Organizational Citizenship Behaviour (OCB) facilitates smooth running of organizations and improves employee motivation and retention. The researcher conducted a cross sectional study that collected data from 108 Leadership Development Programme graduates. The study focused on finding the relationship between the constituent dimensions of the Servant Leadership model (namely the Leader dimension, the Servant dimension and the intersecting leader/servant dimension); and how each dimension relates to Organizational Citizenship Behaviour (OCB) of the graduates. The data was analysed and the leader dimension of Servant Leadership was found to have a significant positive relationship with OCB, the intersecting leader/servant dimension and OCB was found to have a moderately positive relationship, while the servant dimension of Servant leadership also had a moderately positive relationship. The multiple regression analysis revealed that up to 43.9% of servant leadership was responsible for OCB in LDP graduates at the work place. From the findings, it was recommended that the graduates continuously engage in refresher courses in servant leadership, participate in brainstorming sessions and think-tanks to further refine their leadership acumens; and that their employers should ensure their graduate employees participate in corporate social responsibility activities and deliberately continuously expose them to environments that would provoke humanitarian action. The empirical evidence established by this study gave credibility to the servant leadership theory and supported the idea that the practice of servant leadership positively affects organizational citizenship behaviour (OCB) and consequently increases the health of organizations.
School Culture and Students’ Academic Performance in Private Secondary Schools in Wakiso District, Uganda
(Uganda Management Institute, 2016-01) NAKANWAGI, Rita Mutaawe; Karyeija, Gerald Kagambirwe (Supervisor); Ssessanga, Karim (Supervisor)
The study examined influence of school culture on student academic performance in private secondary schools in Wakiso district. It sought to achieve three research objectives notably: to examine the influence of school symbolic behaviors, school environment and strategic direction on students’ academic performance. The study adopted a cross-sectional design in which both quantitative and qualitative methods of data collection were used to obtain data from a sample of 92 respondents who included head teachers, teachers and students. Data were collected using questionnaires and interviews. At univariate level, the quantitative data were presented in form of means to show the central tendency of responses. At bivariate level, the Pearson correlations and simple linear regressions were used to show the direction of relationship and the magnitude at which the independent variables affect the dependent variable. Study findings revealed a positive and significant relationship between each of the three dimensions of school culture (i.e. symbolic behaviors, school environment and school culture strategic direction) and academic performance of students. The study thus concluded that the three independent variables have a positively significant influence in explaining students’ academic performance. On the basis of the study findings, it was recommended that schools seeking to improve students’ performance should focus on working diligently to create a healthy school culture. Specifically, school leaders need to understand the values, practices and norms of the schools which they are leading. By having this knowledge, they will be able to influence teachers, students and the community to understand the school symbolic behaviors and they will all work towards a common goal of improving students’ academic outcomes. In addition, heads of schools should always care and focus on the specific aspects of the dimensions of school environment that affect the culture of the school in order promote student achievement. Lastly, the strategic direction of each school should be well articulated, made available and accessible to the school community as a whole. In terms of research, future research should among others focus on the influence of other organizational factors influencing the academic performance of students. Such areas could be community factors, changes in technology, the influence of the media as well as commercialization of the Education sector.