Interdisciplinary of Education cuts across various disciplines in education profession. It is managed by the Faculty of Education and published twice a year by Islamic University in Uganda. Open Access There are no fees payable to submit or publish in this journal. All articles in IJE can be accessed openly. Aims and Scope Interdisciplinary Journal of Education aims at generating and disseminating scientific knowledge among researchers, practitioners, administrators and policy makers so as to strengthen capacity; improve the quality of teaching and learning in educational institutions; and champion social transformation through educational reform. The journal welcomes empirical and theoretical articles on the theory and practice of education locally and internationally. Scholars are invited to submit manuscripts on topics in the following disciplines: Educational Psychology, Research and Evaluation History, Philosophy and Sociology of Education Curriculum and Instruction Educational Management and Administration Islamic and Comparative Education
Copyright (c) 2025 Maimuna Aminah Nimulola https://creativecommons.org/licenses/by-nd/4.0
Predictors of Psychological Well-Being Among Students at Islamic University in Uganda
This study investigates the relationship between social support, religious commitment, and resilience, and their predictive value for psychological well-being among undergraduate students at the Islamic University in Uganda (IUIU), Main Campus. A cross-sectional survey of 345 students was conducted using validated scales: the Multidimensional Scale of Perceived Social Support, the Religious Commitment Inventory-10, the Brief Resilience Scale, and the Psychological Well-being Scale. Descriptive analyses characterized the sample, and multiple regression tested the independent contributions of each predictor. Results indicated that social support (β = .370, p < .001), resilience (β = .287, p < .001), and religious commitment (β = .176, p < .001) each significantly and uniquely predicted psychological well‑being, together accounting for 48.3% of the variance (R² = .483). The findings underscore the importance of fostering supportive networks, spiritual engagement, and resilience skills to promote student mental health in university settings. It is therefore recommended that various stakeholders in the University such as administrators, counsellors, Da’awah Committee (Council of religious affairs), and students’ leaders should develop appropriate programmes that provide social support, enhance religious commitment, and cultivate resilience to increase students’ ability to cope with the problems of psychological well-being.
Copyright (c) 2025 https://creativecommons.org/licenses/by-nd/4.0
Over the last three decades, discipline at schools has consistently posed a challenge, occasionally resulting in poor academic performance among learners. Although various causes within schools have been cited, less emphasis has been placed on the role of leadership in tackling the issue of indiscipline. This study examines how school leadership can promote discipline and enhance academic performance in secondary schools. Using a qualitative research design, data were generated from four secondary schools in the Tshwane North District, Pretoria, in Gauteng Province, South Africa, purposively sampled of 40 teachers (including principals, deputy principals, department heads, and post-level one educators) and 40 learners. Semi-structured interviews and focus group discussions provided valuable insights into leadership practices and their perceived effects on discipline and academic outcomes. The findings reveal that effective leadership, characterised by clear policies, consistent enforcement of rules, and active stakeholder engagement, is crucial for fostering discipline. Strategies such as mentoring, teacher training, and structured behaviour management systems proved essential for maintaining discipline. This study suggests that a perspective, inclusive leadership, which encourages collaboration and empathy, is vital for creating a positive learning environment, reducing disciplinary issues, and enhancing academic achievement.
Copyright (c) 2025 Sannah Mokoena https://creativecommons.org/licenses/by-nd/4.0
Socio-economic Factors Affecting School Continuation Among the Underprivileged Students in Bangladesh
This article examines the effects of socio-economic factors on school continuation among underprivileged students in Bangladesh when the cost of schooling remains constant. Researchers followed a cohort of students from first through eighth grade to identify socioeconomic factors related to students who completed eighth grade and those who dropped out before reaching 8th grade. The school covered all necessary student expenses, including tuition fees, textbooks, uniforms, light meals, and other related study materials. Data collection involved a semi-structured questionnaire from students who continued through eighth grade (n=66), and information for students who discontinued their education before eighth grade was extracted from the schools’ database (n=87). We analysed data using Fisher's exact test and binary logistic regression, with findings suggesting that, despite providing students with the cost of schooling, the retention rate remains lower (43.1%) than the dropout rate (56.9%). Various factors are responsible in this regard: the place of origin (OR: 4.84, 95% CI: 1.55-15.14), marital status (OR: 0.09, 95% CI: 0.01-0.90), mother’s education (OR: 2.80, 95% CI: 1.01-7.80), family income (OR: 10.70, 95% CI: 3.50-32.68), living with both parents (OR: 0.10, 95% CI: 0.02-0.49), among other factors. Findings suggest that even if schooling costs remain constant, other socio-economic factors influence the dropout rate of underprivileged students. These findings are crucial for policymakers to comprehend the nature of dropout among children from underprivileged backgrounds in Bangladesh and other developing countries.
Copyright (c) 2025 Taslima Ahmed, Md Sanaul Haque Mondal https://creativecommons.org/licenses/by-nd/4.0
A Systematic Review of Leadership Strategies for Enhanced Technology Usage Among Teachers in Secondary Schools
Despite the inestimable benefits of technology use in the 21st century, there is still an apparent digital divide in technology use based on gender in all spheres of life. The onus of this study is to systematically review relevant strategies adopted by secondary school leaders to achieve enhanced technology acceptance and usage, especially among female teachers. Also, to determine its implications for education leadership and management. With the aid of the PRISMA protocol, 499 articles identified were painstakingly analysed. These articles were obtained from Scopus and Web of Science Digital bases. Only 20 articles that fulfilled the relevance and quality eligibility criteria were included in the review for analysis. It was found that there was a paucity of studies on leadership strategies adopted by secondary school principals to enhance technology usage among teachers in secondary schools. Similarly, eight leadership strategies were identified as the common ones among secondary school principals to integrate and enhance technology usage in their various schools globally. This study uniquely assembled various exemplified strategies for technology integration, which will likely be helpful for school leaders who are yet to successfully integrate technology usage into the hearts of teachers in their various schools.
Copyright (c) 2025 Sulaimon Adewale https://creativecommons.org/licenses/by-nd/4.0
Assessing Topic Alignment in Pre-tertiary TVET Core Mathematics
Mathematics plays a pivotal role in Technical and Vocational Education and Training (TVET). However, persistent underperformance in the subject limits the academic and career progression of many Ghanaian learners. While various studies have investigated factors influencing achievement, little attention has been paid to the alignment between exit examinations and the curriculum. This study examines the alignment of topics in Ghana’s pre-tertiary TVET Core Mathematics curriculum and exit examinations from 2011 to 2023. Using content analysis and Porter’s alignment model, the study analysed topic distributions in both Paper 1 and Paper 2, computing alignment indices for each year. The results revealed significant variation, with 2017 achieving the highest index (0.807) and 2019 the lowest (0.563). Number and Numeration emerged as the most frequently assessed topic, while areas such as Coordinate Geometry and Trigonometry were minimally represented. Correlation analysis indicated that alignment had a weak, statistically insignificant relationship with learner pass rates. This suggests that while topic alignment is necessary, it alone cannot drive academic success. Other factors. such as instructional quality, resource availability, and cognitive alignment. may also be critical. The study highlights imbalances in topic coverage and misalignment between curriculum intent and assessment practices, offering empirical evidence to inform curriculum and assessment reforms in Ghana’s TVET sector.
Copyright (c) 2025 Derick Folson, Dr. Francis Kwadwo Awuah https://creativecommons.org/licenses/by-nd/4.0
Grade 4 Mathematics Teachers’ Understanding of Including Investigations as Part of Summative Assessment
A mathematics investigation task requires learners to explore and analyse a specific mathematical concept, fostering independent knowledge discovery and self-directed learning skills. This paper presents a study examining teachers' ability to integrate investigation tasks as a summative assessment method in South African Grade 4 mathematics classrooms. Employing a qualitative research approach, the study profiled teachers' knowledge and skills in implementing effective investigation-based assessment procedures. A pre- and post-intervention design was used to compare teachers' understanding of conducting investigations as part of summative assessments. A purposive sample of 16 Grade 4 mathematics teachers completed an open-ended questionnaire before and after the intervention program to document their knowledge of mathematics assessment. The findings indicated that, before the intervention, teachers demonstrated limited understanding of how to effectively implement assessment procedures aligned with investigation tasks while incorporating summative assessment elements. However, after the intervention, their ability to enact effective assessment strategies within investigation tasks showed noticeable improvement. The study highlights the need for enhanced teacher capacity-building initiatives to strengthen educators' knowledge and confidence, enabling them to effectively integrate state-approved curriculum concepts and establish a more comprehensive and effective assessment approach in Grade 4 mathematics classrooms.
Copyright (c) 2025 Rosina Nkadi Ngoako, Prof. Joseph J. Dhlamini https://creativecommons.org/licenses/by-nd/4.0
Teacher Need, Supply, and Distribution in Public Secondary Schools
The availability of teaching manpower is a valuable investment in education. However, its effective utilization, particularly in terms of equitable distribution across schools and alignment with subject specializations, remains a critical concern. This study examined teacher demand, supply gaps, and distribution pattern in public secondary schools in Bayelsa State. A descriptive research design, the population comprised all teachers in the 195 public secondary schools in Bayelsa State, with a total of 3,723 teachers identified and included in the study. Two research instruments were utilized. First, a researcher-designed checklist was used to assess student enrolment patterns and teacher availability based on data from the Post-Primary Education Board for the 2022/2023 school year. Second, a structured four-item questionnaire was administered to school principals to gather insights on policy interventions related to teacher distribution. The checklist, titled Teacher Needs, Availability, Distribution, and Subject Specialization (TNADSS), the questionnaire, titled Policy Intervention and Effective Teachers Distribution Questionnaire (PIETDQUE) (r = 0.78), distributed through the WhatsApp platform of school principals. Data were analysed descriptively using percentages, means, and Standard Deviation. Findings revealed a significant shortage in the teaching workforce, with a supply deficit of 38.67%. Additionally, teacher distribution based on subject specialization was grossly inadequate, with a notable absence of teachers for Nigerian languages. The study also highlighted intervention policies aimed at addressing ineffective teacher distribution in the state. Based on these findings, the study recommended among others that teachers’ recruitment and distribution should be guided by subject-specific needs, prioritizing critical subjects to enhance educational outcomes.
Copyright (c) 2025 Stella Peremoboere Ugolo, James Onukwu https://creativecommons.org/licenses/by-nd/4.0
Copyright (c) 2024 Maimuna Aminah Nimulola https://creativecommons.org/licenses/by-nd/4.0
The Validation of the Total Quality Management Construct Using Confirmatory Factor Analysis
The empirical study sought to validate the structure of total quality management construct with an objective of identifying the current TQM practices employed as perceived by the staff of Islamic University in Uganda. A cross sectional survey was employed to solicit for data from 361 respondents. This was done through randomization and a confirmatory factor analysis of structural equation modelling technique which was employed for data analysis. The results are in congruent with the earlier findings whereby focus on clients, focus on satisfaction of the workers’ needs, process improvement, administrative and technological need were found as sound sub-dimensions of TQM. However, the research tool merged with only 20 items compared to the earlier tools used. The major implication is that enhancement of a survey tool with 21 items which other universities in future studies at the same level can be used to examine the levels of TQM practices at higher education institutions especially in Uganda. University managers and administrators can employ this tool often to examine how well they can reposition themselves in TQM practices. This kind of approach can lead to creation of a more impressing and interesting environment of teaching and learning and at the same time attract high quality personnel from both students and staff at international levels. The four subcontracts tool of TQM are imperative for universities to employ since the current times are more emphatic on customer demands and value for money.
Copyright (c) 2024 Farooq Miiro https://creativecommons.org/licenses/by-nd/4.0
An Interactive Approach of Teaching and Learning Prerequisite Mathematics Course and Core Engineering Mathematics Course During COVID-19 Pandemic
The emergence of COVID-19 brought up some concerns and changes in the approaches to the teaching and learning of some engineering related modules, particularly in South Africa. Therefore, the teaching of an electronics engineering course demands a balanced interactive approach, as requested by the curriculum. On this note, this paper reports the common approaches of teaching and learning mathematical modelling in antenna theory and design. It also discusses the perceived impact of interactive learning on modelling some mathematical skills in engineering education. It emphasizes the form of interaction that exists among students and lecturer, lecturer and students, and the whole class with the lecturer. The paper therefore reports the strategies of teaching and learning of mathematical modelling in Antenna Theory and Design (ATD), using the interactive methods, as suggested by the University during COVID-19 period. In view of this, the paper confirms that the adoption of an interactive teaching and learning method helps to increase students’ understanding when learning ATD. In achieving the goal of the study, a qualitative style of data collection was adopted, coupled with a thematic approach of discussion of the study. This gives room for the appropriate approach of teaching and learning of mathematical modelling, in ATD courses, during COVID-19 era in a university in South Africa.
Copyright (c) 2024 Vojo George Fasinu https://creativecommons.org/licenses/by-nd/4.0
Validation of Indigenous Knowledge Practices Among Teachers in Lower Secondary Schools in the Central Region of Uganda
This study employed a cross-sectional survey to explore the underlying hypothesized measurement model structure of the concept of Indigenous Knowledge. A self-administered questionnaire with 45 items was piloted on a sample of 456 respondents of both private and government secondary schools of the central region in Uganda. A Principal Component Analysis (PCA) was done on a sample of 456 respondents to extract a five-factor dimension of Indigenous Knowledge which includes processing of foods, oils, fragrances, and pesticides; food harvesting and crop storage; food preparation; environment protection; and medicinal herbs. Initially, the Indigenous Knowledge construct consisted of seven sub-constructs with a total of 45 items. Data from A sample of 732 respondents was further collected after a pilot study to facilitate a confirmatory factor analysis (CFA) of structural equation modelling (SEM). CFA further confirmed that Indigenous Knowledge is a five- multidimensionality construct. The findings diverge from previous studies, which indicated that Indigenous Knowledge is measured by seven sub-constructs. In conclusion, the underlying factors of Indigenous Knowledge may vary across studies, and future longitudinal studies are recommended to further explore the consistency of these findings with an emphasis on the measurement and conceptualization of the construct.
exploratory and confirmatory factor analysis
Copyright (c) 2024 Grace K. Baguma, Jesse Lukindo https://creativecommons.org/licenses/by-nd/4.0
Citizenship Socialization Process and National Integration
Efforts at nation-building in Nigeria are hindered by various social problems linked to the low level of national integration among its religiously, regionally and ethnically diverse population. This paper examined citizenship socialization courses and subjects at the three (3) levels of education (Basic, Secondary and Tertiary) in Nigeria that are designed to promote national integration. The courses and subjects include Citizenship Education, Civic Education and General Studies (Peace Studies and Conflict Resolution and Nigerian Peoples and Culture). Similarly, key concepts such as socialization, citizenship socialization courses and national integration are conceptualized. The Functionalists sociological perspective was adopted as a theoretical framework to establish the link between citizenship socialization courses and subjects and promotion of national integration. However, despite the link or potential of citizenship education in raising the level of national integration, the paper identified some constraints on the extent to which citizenship socialization courses and subjects promote the desired national integration among the people of Nigeria. These challenges include the current assessment methods in schools, which focus on testing cognitive rather than affective abilities, the problem of inadequate funding of education in general, large size lecture halls and other poor teaching and learning conditions and Low credit units or time on the time table on specific curriculum subjects and courses meant citizenship socialization for national integration. To address these challenges, the paper suggests diversifying assessment and evaluation methods, among other strategies, to improve the teaching of citizenship socialization courses and promote national integration in Nigeria.
Copyright (c) 2024 Sirajo Alhaji Ladan, Samaila Bello https://creativecommons.org/licenses/by-nd/4.0
Efficacy of Rational Emotive Behaviour Therapy on Religious Intolerance Among Adolescents in Taraba State, Nigeria
Religious intolerance poses significant threats to social cohesion and peaceful coexistence, particularly in multi-religious regions like Wukari Education Zone of Taraba State, Nigeria. This study examined the efficacy of Rational Emotive Behaviour Therapy (REBT) in addressing cognitive, emotional, and behavioural dimensions of religious intolerance among adolescents. A quasi-experimental one-group pre-test post-test design was employed, involving 20 SS1 students selected using purposive sampling. Data were collected using an adapted Religious Intolerance Scale (RIS) and analyzed with paired and independent t-tests. Findings revealed that REBT significantly reduced cognitive distortions, negative emotions, and irrational behaviours associated with religious intolerance. Furthermore, no significant gender differences were observed in the efficacy of REBT, indicating equal effectiveness for male and female adolescents. The study concludes that REBT is an effective therapeutic intervention for reducing religious intolerance and promoting interfaith tolerance among adolescents.
Copyright (c) 2024 Moses Godswill Alhassan, Muhammad Ahmad Baba https://creativecommons.org/licenses/by-nd/4.0
Culture and Educational Policy in Uganda
Cultural beliefs have a significant influence on the values of a society. Policy makers cannot ignore culture while planning for educational reforms. In a country like Uganda that is multi-cultured, the task of addressing all cultural needs becomes a little tricky. In this paper the author has tried to analyse the body of existing literature on the subject and been able to identify some cultural issues affecting educational policy such as misconceptions, cultural conservatism, multi-culturalism, early-marriages, multiple languages, gender parity among others. Various conclusions and recommendations are made and they include but not limited to; affirmative action, intercultural dialogue, decentralisation of educational policies, promotion of globalisation and human rights.
Copyright (c) 2024 AbdulSwamad Gyagenda https://creativecommons.org/licenses/by-nd/4.0
English Teachers’ Perceptions of the Importance of Essential Components and Early Grade Reading Instruction
This study examines English teachers’ perceptions of the importance of essential components and early grade reading instruction: Ethiopian context. To this end, the researchers chose a descriptive research design of quantitative-qualitative approaches. Twenty (20) randomly selected primary schools were the sources of data; 125 primary school English teachers of Hawassa City Administration filled in a questionnaire. Among the twenty schools, two were selected randomly and interviews were conducted with six English teachers of grades one to three (1-3). The quantitative data analysis was done by using software for data analysis (SPSS Version 25.0), descriptive statistics. The data gathered through semi-structured interview were analyzed descriptively in words. The results have shown that participant teachers were not practicing the strategies appropriate for literacy instruction although they have positive perceptions of importance of the critical components of early grade reading instruction. Therefore, it is strongly recommended that teacher preparation programs should reconsider the level of emphasis placed on early grade reading instruction, and practice focused trainings should be given to Ethiopian lower grades English teachers on early grade reading instruction and assessment.
Copyright (c) 2024 Endrias Yisihak, Abebe Damtew https://creativecommons.org/licenses/by-nd/4.0
Teacher Support and Students’ Academic Resilience in Universal Secondary Education Schools in Luwero District, Uganda
This study investigated the impact of teacher support on students' academic resilience in Universal Secondary Education schools in Luwero district, Uganda. Specifically, the study examined whether teacher investment of effort, positive regard, and accessibility significantly influenced students' academic resilience, defined as perseverance, help-seeking, and positive affect. Using a quantitative approach and correlational research design, the study surveyed 324 students selected through simple random sampling. Data collection employed a self-administered questionnaire, and analysis involved structural equation modelling (SEM) using SmartPLS. The results revealed that teacher investment of effort, positive regard, and accessibility had a positive and statistically significant impact on students' academic resilience. The findings suggest that teacher support, particularly positive regard, followed by investment of effort and accessibility, fosters students' academic resilience. The study recommends that head teachers sensitise teachers to provide comprehensive support by creating a supportive learning environment that involves being invested in students' academics, accessible, and showing positive regard. This study's practical contribution lies in demonstrating how teacher support can promote students' resilience, providing valuable insights for educators and policymakers.
Copyright (c) 2024 Justine Nansamba, Wilson Mugizi, Joseph Rwothumio, Joshua Kimata Kato https://creativecommons.org/licenses/by-nd/4.0
An Autobiographical Reflection of an English as a Second Language Teacher
English is vital in Ghana because it functions as the country's official language and arguably as the nation's lingua franca. It is also the primary language used for instruction and assessment at all levels of education. In this paper, I reflect on my over ten years of experience teaching English in Ghana. I highlight the marginalization of teachers in discussions about curriculum issues. Further, I present my teaching philosophy regarding reading and writing. I also discussed and reflected on my teaching practices in relation to the selection of texts for my reading and writing class. While discussing my role as a teacher, I also emphasized the role of students in the reading and writing class. This paper highlights the need for teachers to adopt learner-centred teaching approaches.
Copyright (c) 2024 Hilarius Kofi Kofinti https://creativecommons.org/licenses/by-nd/4.0
A Contrastive Analysis of Adjectives in English and Idọma Sentence Structures
English Language and its structural patterns share both similar and different features when contrasted with other languages. In this paper, the syntactic patterns of modification of the Noun Phrase (NP), a term rooted in Chomsky’s grammatical category, are examined in English and Idọma languages. The aim is to highlight potential implications for the Idọma learners of English language as a second language. Using Government and Binding theory for data analysis, the study draws insights from Contrastive Analysis. To provide data for analysis, two episodes of Okonone, a radio programme presented in Idọma and aired on Joy FM, are recorded and transcribed. Findings reveal that both languages have predicative adjectives and they function as subject and object complements. Adjectives can also occur after the indefinite pronouns in both English and Idọma sentence structures. Unlike in English language, adjectives are observed to predominantly occur post-nominally in Idọma Syntax. Similarly, while nouns can be used as adjectives in the English sentence structure, Idọma language does not provide for such a usage. To compare adjectives in English, standard morphological processes allow users to generate single words. Since Idọma speakers rely heavily on post-nominal modification, comparison is often embedded within the adjectival structure using two or three words. The study concludes that these similarities aid smooth learning of the English language while the dissimilarities impede the proficiency of Idọma learners of the English language.
Copyright (c) 2024 Olayemi Oluwakemi Titilola, Amuta Sunday https://creativecommons.org/licenses/by-nd/4.0
Well-Being among Academic Staff in Higher Education Institutions
Well-being is a multidimensional concept that reflects employees’ satisfaction with life, the prevalence of contentment and pleasure in their jobs, and in particular the emotions that the jobs provide the opportunities for employees to enhance their opportunities into self-fulfilment. This research on well-being aims to examine how job demand resources and organisation support affect employee well-being in higher education institutions. In deriving these factors of well-being, I considered two theories namely; Organization Support Theory (OST) and Job Demand Resources Theory (JDRs) to help me isolate gaps for future research. The review is in sequence. Though the paper may be of relevance to establishing the factors that influence employee well-being, it also emanates as a segment of a study in the higher education environment.
Copyright (c) 2024 Annet Mbabazi https://creativecommons.org/licenses/by-nd/4.0
Linkage between Teacher Autonomy and Public Primary School Pupils’ Academic Performance in Tanzania Local Government Authorities
Tanzania government has implemented many initiatives to promote pupils’ academic performance in primary schools for more than a decade. However, many school pupils in public primary schools still achieve low academic performance. The specific objective of this study was to examine the linkage between teacher autonomy and pupils’ academic performance. A survey was conducted in four Local Government Authorities (LGAs) which included Ngara, Kibondo, Tanga City and Mafinga Town. Sample size of the study was 354 teachers selected from ninety-five (95) public primary schools. Multi-stage with stratified simple random sampling was used to select the sample size while purposive sampling procedure was used to select 16 key informants including eight (8) head teachers and eight (8) standard seven pupils. Methods of data collection consisted of questionnaires, interviews and documentary review. Quantitative data were analysed using binary logistic regression while qualitative data were analysed thematically. Major findings showed that teacher autonomy model explained the variance on pupils’ academic performance by (0.09) which was too small while leaving 91% of variance to other factors outside teacher autonomy model. Furthermore, teacher autonomy had small odd ratio = (.51) and was significant (p < .001); which indicated that the odds of high teacher autonomy were (0.5) times more likely to achieve pupils’ academic performance compared to low teacher autonomy. Further findings also showed that teacher autonomy marginal effects were negative implying that one-unit change in teacher autonomy reduced the probability on pupils’ academic performance by (9%) and was significant (p < .001). Based on key informants, high autonomy made teachers to behave in a manner that affected the outcome variable. Thus, it was concluded that teacher autonomy affected pupils’ academic performance. The study recommended that educational stakeholders needed to implement teacher autonomy at minimum level.
Copyright (c) 2024 Stephen James Kamugisha, Orest Masue, Henry Mollel https://creativecommons.org/licenses/by-nd/4.0
A Systematic Review of the Post COVID-19 Pandemic Transformation on Design and Delivery of Curriculum
This study investigated the lasting impact of the COVID-19 pandemic on higher education in Africa, focusing on curriculum design and delivery. The pandemic highlighted significant vulnerabilities in African higher education, notably exacerbating the digital divide that hindered seamless curriculum delivery during lockdowns. This systematic literature review synthesizes empirical and conceptual studies to assess these impacts from 2019 to 2022. The pandemic caused substantial setbacks in curriculum implementation due to enforced lockdowns and restrictions on physical gatherings, crucial for traditional classroom-based instruction. These constraints underscored the urgent need for educational institutions to adapt to digital modes of instruction to maintain continuity in teaching and learning. The findings reveal that many African higher education institutions were unprepared for the abrupt shift to online learning, resulting in significant educational disruptions. The cessation of in-person instruction prevented students from accessing educational resources, further widening the pre-existing digital divide. The study emphasizes the necessity for a comprehensive redesign of higher education curricula to incorporate online delivery methods effectively, leveraging various learning technologies to ensure uninterrupted curriculum delivery during crises. It recommends that African higher education institutions prioritize integrating digital learning platforms and tools in their curricula. This adaptation is critical in enhancing resilience against future disruptions, ensuring the academic calendar remains intact despite potential crises.
Copyright (c) 2024 Oluwatoyin Ayodele Ajani https://creativecommons.org/licenses/by-nd/4.0
Copyright (c) 2024 Interdisciplinary Journal of Education
Girl-Child School Dropout in Uganda: The Adult Education Model as a Solution
Despite global efforts to achieve universal education and eliminate gender disparity, Uganda has struggled to meet these targets. The nation has witnessed a significant increase in school dropouts, especially among girls, with alarming statistics revealing that over a million learners dropped out before completing primary education in 2022. High costs of education, cultural norms, and gendered expectations are among the primary reasons for this trend. The repercussions of dropping out are particularly severe for girls, leading to a myriad of societal challenges. This paper introduces the Adult Education Model, based on the principles of andragogy, as a potential solution to address the girl-child school dropout crisis in Uganda. The model emphasizes self-direction, real-world problem-solving, and the utilization of past experiences, making it particularly suited for mature learners. Implementing this model through pilot programs, with the collaboration of community leaders, NGOs, and governmental bodies, can offer a tailored educational approach for these girls. By adopting this model, Uganda can provide an inclusive, adaptable, and empathetic educational environment, ensuring a brighter future for every girl.
Copyright (c) 2023 Interdisciplinary Journal of Education
Parenting Styles and Students’ Personality in Public Secondary Schools in Eastern Uganda
The study sought to establish the relationship between parenting styles and students’ personality in public secondary schools in Eastern Uganda. The study used correlational research design. A sample size of 368 students were selected from a target population of 9,143 using simple random sampling technique. A self-designed questionnaire was used for data collection. The content validity index was.83 and the Cronbach alpha coefficient of correlation was found to be 0.82. It was hypothesized that; There is no statistically significant relationship between parenting styles and students’ personality in public secondary schools. The student’s personality traits of extraversion, agreeableness and openness to experience were found to be high and conscientiousness and neuroticism personality trait were moderate. There was a weak and statistically significant relationship between parenting styles and students’ personality among students in public secondary schools (r =.283**, p= < .000). It was recommended that parents adopt the authoritative parenting style as it facilitates good students’ personality traits as they pursue their education endeavours and the school administrators should organize an awareness and sensitization workshops on the influence of the educating families regarding awareness of the parenting styles and students’ personality traits.
Copyright (c) 2024 https://creativecommons.org/licenses/by-nd/4.0
Discipline Management Practices and Students’ Discipline: A Case of Private Secondary Schools in Kasangati Town Council, Wakiso District, Uganda
The centrality of student discipline and its management in the success of educational processes cannot be over emphasised. Although various student discipline managements practices have been employed world over, including Uganda, related studies have mostly overlooked student leaders’ perspectives in favour of those of administrators and teachers. This study, which involved student leaders in addition to teachers, examined the relationship between student discipline management practices and student discipline at private secondary schools in Kasangati Town Council, Wakiso District, Uganda. A focus group discussion guide and a closed-ended questionnaire, respectively, were utilised to gather data from a sample of 113 teachers and 46 student leaders, randomly chosen from 4 private secondary schools. Using census inquiry, discipline management teachers from the four schools were interviewed. A sequential explanatory study design using a mixed-methods paradigm was employed. Pearson's product-moment correlation analysis was performed to examine the hypotheses. Qualitative data were examined using content analysis. The findings revealed a statistically significant association between: guidance and counselling and student discipline (r = 0.539, p = 0.006), parental involvement and student discipline (r = 0.499, p = 0.009), and the administration of punishments and student discipline (r = 0.381, p = 0.003). Similar findings emerged from the qualitative findings. They demonstrated that in the schools under study, student discipline management practices support student discipline. The study offers managers of private secondary schools advice to: implement a systematic strategy to involve parents in the management of the critical transition of adolescents from childhood to adulthood; encourage deterrent punishments with a positive behavioural impact; and to set up regular refresher programmes to retool teachers in contemporary ways of guidance and counselling.
Empowered School Environment for Effective Learning in Uganda’s Muslim Founded Primary Schools
We present the envisioned framework for Empowered School Environment (ESE) in Uganda’s Universal Primary Education (UPE) schools. An ESE is critical for attaining functional literacy, numeracy and life-skills that deprived children need to become confident, resourceful, innovative and high achievers in life. Launched in 1997, UPE was introduced to create and sustain an inclusive and enabling school environment for upward social mobility of children from poor households. However, 25 years down the road, the envisioned mobility remains a distant dream. We attributed this irksome shortfall to a series of Barriers to Effective Learning (B2EL) in UPE schools; specifically, in schools founded by Uganda’s Muslim community. The barriers include, but are not limited to: overcrowded classes; scarce learning materials; teacher-centered learning; lack of school meals; poor water, sanitation and hygiene; teacher apathy; and lack of PWD-friendly environment. The B2EL are exacerbated by declining government spending on the education sector and rising household poverty. We gave the implication of the barriers for the learning achievement, and suggested a framework for mitigating the barriers so as to promote and sustain ESE in Muslim founded UPE schools.
Investigating the Effect of Perceived Workplace Climate on the Well-being of Academic Staff at Makerere University
The purpose of this study was to analyse how workplace climate affects the well-being of academic staff at Makerere University. The study was prompted by the reportedly persistent ill-being of academic staff at Makerere University in the recent past. The study followed a concurrent design, where the quantitative approach partook a cross-sectional survey design and the qualitative used a phenomenological survey design. Self-administered questionnaires were used to collect data from a sample of 383 academic staff and interviewing four heads of departments and four academic staff distributed in three colleges and one school. The respondents were selected using stratified random sampling and purposive sampling. The qualitative data was analysed through thematic and content analysis inductively. Later, both data sets converged during interpretation to obtain common implications. Qualitative findings indicated participants had varying perspectives on the workplace climate for instance, participants' voices ranged from challenging to supportive and adaptable, stressful and rewarding. This implied that such mixed feedback from different voices had different implications and consequences for individual participants. Quantitative data were analysed using descriptive statistics, inferential statistics, (r = .529, n = 286, p = .000> 0.05), and multiple analysed by linear regression R2 = 0.281, p =0,000 >.05). F statistic = 37.550, p= 0.00>0.05, Beta= 0.350, p= 0.00>0.05. The findings indicated a statistically significant positive relationship and effect between well-being and workplace climate in terms of work pleasure, job rewards, and career growth opportunities.
Performance Management and Teacher Effectiveness in Primary Schools in Bulaago Coordinating Centre, Bulambuli District, Uganda
Abstract This study examined the relationship between performance management and teacher effectiveness in primary schools in Bulaago Coordinating Centre, Bulambuli District, Uganda. Informed by the Goal Setting Theory, performance management measured in terms of goal setting, performance appraisal and career development was related to teacher effectiveness Teachers’ effectiveness was also considered as a multi-dimensional concept covering content knowledge, personal conduct, pedagogical effectiveness, professional effectiveness and classroom management. This study employed the correlational research design on a sample of 102 teachers. Data were collected using a questionnaire and analysed using quantitative methods. Structural equation modelling (SEM) results revealed that while goal setting and career development had positive and significant relationship with teacher effectiveness, performance management appraisal had positive but insignificant relationship with teacher effectiveness. Therefore, it was concluded that goal setting is important for teacher effectiveness, the way of implementing performance appraisal does not enhance teacher effectiveness and career development is necessary for teacher effectiveness. Therefore, it is recommended that administrators should emphasize goal setting in the management of schools and improve the way of implementing appraisal. The Ministry of Education and Sports and school administrators should support teacher career development to enhance their effectiveness.