Browsing by Author "Malunda, Paul Netalisile"

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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.
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.
Remuneration and Motivation of Teachers in Government Aided Secondary Schools in Mukono District
(Makerere University Research Journal (MURJ), 2008) Malunda, Paul Netalisile
This article examines the relationship between remuneration and motivation of teachers in government aided secondary schools in Mukono District. It examines relationship between (i) salaries, (ii) allowances, (iii) fridge benefits and motivation of teachers in government aided in Mukono District. A sample of 130 teachers was selected from a total of 313 teachers from eight purposively selected secondary schools in the District. Descriptive cross sectional survey design was used to collect data using questionnaires, interviews, focus group discussions and document analysis. Pearson’s correlation and regression analysis were used to measure the degree and strength of the relationship between remuneration and motivation. The article reveales that remuneration explains 43.3% of the variations in motivation of teachers. The findings indicate that fridge benefits and allowances are significant predictors of teacher motivation. The article recommends that the government of Uganda, through the Ministry of Education and Sports, lifts the ban on teacher recruitment to have all teachers on the payroll, introduces rural schools’ allowances and build low cost houses for accommodation so as to attract qualified teachers to rural schools. These moves should boost teacher motivation.
Remuneration and Motivation of Teachers in Government Aided Secondary Schools in Mukono District
(Makerere University Research Journal (MURJ), 2008) Malunda, Paul Netalisile
This article examines the relationship between remuneration and motivation of teachers in government aided secondary schools in Mukono District. It examines relationship between (i) salaries, (ii) allowances, (iii) fridge benefits and motivation of teachers in government aided in Mukono District. A sample of 130 teachers was selected from a total of 313 teachers from eight purposively selected secondary schools in the District. Descriptive cross sectional survey design was used to collect data using questionnaires, interviews, focus group discussions and document analysis. Pearson’s correlation and regression analysis were used to measure the degree and strength of the relationship between remuneration and motivation. The article reveales that remuneration explains 43.3% of the variations in motivation of teachers. The findings indicate that fridge benefits and allowances are significant predictors of teacher motivation. The article recommends that the government of Uganda, through the Ministry of Education and Sports, lifts the ban on teacher recruitment to have all teachers on the payroll, introduces rural schools’ allowances and build low cost houses for accommodation so as to attract qualified teachers to rural schools. These moves should boost teacher motivation.
Remuneration and Motivation of Teachers in Government aided Secondary Schools in Mukono District.
(Makerere University Research Journal, 2008-10) Malunda, Paul Netalisile
This article examines the relationship between remuneration and motivation of teachers in government aided secondary schools in Mukono District. It examines relationship between (i) salaries, (ii) allowances, (iii) fridge benefits and motivation of teachers in government aided in Mukono District. A sample of 130 teachers was selected from a total of 313 teachers from eight purposively selected secondary schools in the District. Descriptive cross sectional survey design was used to collect data using questionnaires, interviews, focus group discussions and document analysis. Pearson’s correlation and regression analysis were used to measure the degree and strength of the relationship between remuneration and motivation. The article reveals that remuneration explains 43.3% of the variations in motivation of teachers. The findings indicate that fridge benefits and allowances are significant predictors of teacher motivation. The article recommends that the government of Uganda, through the Ministry of Education and Sports, lifts the ban on teacher recruitment to have all teachers on the payroll, introduces rural schools’ allowances and build low cost houses for accommodation so as to attract qualified teachers to rural schools. These moves should boost teacher motivation.
Teacher Professional Development and Quality of Pedagogical Practices in Public Secondary Schools in Uganda
(The Ugandan Journal of Management and Public Policy Studies, 2012) Malunda, Paul Netalisile
The study examined the influence of teacher professional development on quality of pedagogical practices in public secondary schools in Uganda and specifically examined the extent to which induction, coaching and training workshops explain variations in quality of pedagogical practices. A cross-sectional survey design was used in which 76 head teachers and 934 teachers from 95 public secondary schools were selected using multistage sampling. Descriptive and ordered logistic regression was used to analyze data collected from teachers, while content analysis was used to analyze data collected using lesson observations, document analysis, and interviews. The findings revealed that teacher professional development significantly explains quality of pedagogical practices, and yet institutionalized continuous professional development systems were lacking in these schools. To enhance quality of pedagogical practices, the MoES should expedite the implementation of the Secondary Teacher Development Management Systems programme meant to ensure continuous professional development of teachers
Teacher professional development and quality of pedagogical practices in public secondary schools in Uganda
(Uganda Management Institute, 2017-05) Malunda, Paul Netalisile
This article provides an analysis of the inﬂuence of teacher professional development on the quality of pedagogical practices in public secondary schools in Uganda. The study speciﬁcally examined the extent to which induction, coaching and training workshops explain variations in the quality of pedagogical practices. The study was prompted by the persistent criticisms about the deteriorating quality of pedagogical practices in public secondary schools in the country. The study employed a descriptive cross sectional survey design. A multi-stage sampling approach was used to select 95 public secondary schools from the four regions of Uganda. Data were collected from 76 head teachers, 934 teachers and six ofﬁcials from Uganda’s Ministry of Education and Sports (MoES) using survey, interview, observation and document analysis methods. Data collected from teachers was analyzed using descriptive statistical analysis and ordered logistic regression; while content analysis was used to analyze qualitative data collected from lesson observation, document analysis, head teachers and MoES ofﬁcials. The ﬁndings suggest that teacher professional development positively impacts on the quality of teacher preparation, teaching methods and assessment of learners; and yet systematic induction and mentoring programmes for beginning teachers and institutionalized continuous professional development systems for serving teachers are lacking in most public secondary schools. The researcher thus concluded that teachers’ pedagogical practices are dependent on the manner in which they professionally developed, other factors notwithstanding. Therefore, the study recommends that in order to enhance the quality of pedagogical practices, the Ministry of Education and Sports should expedite the implementation of the secondary teacher development management systems (STDMS) programme in order to ensure continuous professional development of teachers.
Teacher Professional Development and Quality of Pedagogical Practices in Public Secondary Schools in Uganda
(Uganda Journal of Management and Public Policy Studies, 2017-05) Malunda, Paul Netalisile
The study examined the influence of teacher professional development on quality of pedagogical practices in public secondary schools in Uganda and specifically examined the extent to which induction, coaching and training workshops explain variations in quality of pedagogical practices. A cross-sectional survey design was used in which 76 head teachers and 934 teachers from 95 public secondary schools were selected using multistage sampling. Descriptive and ordered logistic regression was used to analyze data collected from teachers, while content analysis was used to analyze data collected using lesson observations, document analysis, and interviews. The findings revealed that teacher professional development significantly explains quality of pedagogical practices, and yet institutionalized continuous professional development systems were lacking in these schools. To enhance quality of pedagogical practices, the MoES should expedite the implementation of the Secondary Teacher Development Management Systems programme meant to ensure continuous professional development of teachers.