CHALLENGES OF SCHOOL MANAGEMENT IN IMPLEMENTATION OF QUALITY ASSURANCE IN PRIVATE CATHOLIC CHURCH FOUNDED SECONDARY SCHOOLS IN KAMPALA ARCHDIOCESE, UGANDA

Oscar Mugula, Marcella Momanyi, Anthony Mugagga Muwagga

Abstract


The study examined the challenges of school management in implementation of quality assurance in private Catholic Church founded secondary schools in Kampala Archdiocese, Uganda. A mixed method research particularly embedded design guided the study. The study involved all head teachers, teachers, students, Inspectors of schools and, the Diocesan Education Secretary in Kampala Archdiocese. Non probability sampling especially purposive sampling techniques were used to select a sample size of 11 head teachers, 120 students, 5 Inspectors of the directorate of education standards and 1 Education Diocesan Secretary. Probability sampling involved the use of proportionate sampling technique to select 11 schools and 312 teachers to take part in the study. Data collection instruments that were used were a self-administered questionnaire, an interview guide, a focused group discussion guide, and an observation checklist. Research instruments were subjected to both content and construct validity. Cronbach’s alpha was used to determine reliability of the questionnaire while credibility and dependability were used to determine reliability of the qualitative items. Quantitative data was analysed by cleaning, coding and keying in computer Statistical Package for Social Sciences software version 21 to generate frequencies and percentages that summarized data. Qualitative data was analysed using content analysis. Ethics in research were observed throughout the process. Key findings showed that the schools studied have many challenges in implementing quality assurance. The major challenge experienced especially by poor schools was funding with its associated challenges such as teaching resources, student-teacher ratio and workload of teachers. However, professionalism of teachers, their quality, professional development and empowerment, supervision/evaluation, existence of quality assurance/ control units, attention to a culture of quality and top management in schools, lacking commitment and belief in quality assurance were not serious challenges in the implementation of quality assurance in the schools. Therefore, it was concluded that only funding and its resulting challenges such as inadequacy of teaching resources, student-teacher ratio and workload of teachers pose a challenge in the implementation of quality assurance especially for the poor schools. Thus, it was recommended that head teachers, boards of governors, and the Archdiocese Education Secretariat should make effort to put in place measures besides students’ tuition fees to enable even poor private schools implement quality assurance easily.

Article visualizations:

Hit counter


Full Text:

PDF

References


Akeck, P. E. (2017). The impact of overcrowded classrooms to teachers and students; interaction in the process of teaching and learning in selected primary schools in Arusha City Council, Tanzania. GRIN Verlag.

Bjork, L. G., Kowalski, T. J., & Browne-Ferrigno, T. (2014). The school district superintendent in the United States of America. Educational Leadership Faculty Publications. Retrieved from: http://ecommons.udayton.edu/eda_fac_pub/13

Chiaha, G. T. U., & Nane-Ejeh, S. O. (2014). Quality assurance indicators for school transformation: A paradigm shift. International Letters of Social and Humanistic Sciences, 42, 72-81.

Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher- student matching and the assessment of teacher effectiveness. Journal of Human Resources.

Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). London, UK: Sage Publications Ltd.

De Jonge, V., Nicolaas, J. S., van Leerdam, M. E., & Kuipers, E. J. (2011). Overview of the quality assurance movement in health care. Best practice & research clinical gastroenterology, 25(3), 337-347. https://doi.org/10.1016/j.bpg.2011.05.001

Education Service Commission (2011). Structure of Service for the Teaching Personnel in

Secondary Schools. Ministry of Education and Sports.

European Commission (2018). Quality assurance for school development: Guiding principles for policy development on quality assurance in school education. ET 2020 Working Groups. Retrieved from: www.schooleducationgateway.eu

Gongera, E. G., & Muigai, W. J., & Nyakwara, S. (2013). Quality assurance standards in the management of school curriculum: Case of schools for the deaf in Coast Counties, Kenya. Quality Assurance, 3(3), 106-112.

GoU (2008). The Education (Pre-primary, primary and post-primary) Act. Kampala: Government of Uganda.

Harper, M., & Cole, P. M. (2012). Member Checking: Can Benefits Be Gained Similar to Group Therapy? Vol. 17 The Qualitative Report.

Hee, O. C. (2014). Validity and reliability of the customer-oriented behaviour scale in the health tourism hospitals in Malaysia. International Journal of Caring Sciences, 7(3), 771-775.

Hossain, M. (2017). School inspection challenges: Evidence from six countries. Background paper prepared for the 2017/8 Global Education Monitoring Report.

Huber, S., Tulowitzki, P., & Hameyer, U. (2017). Curriculum and School Leadership–Adjusting School Leadership to Curriculum. In Bridging Educational Leadership, Curriculum Theory and Didaktik (pp. 309-332). Springer, Cham.

Komakech, R. A., & Osuu, J. R. (2014). Uganda SESEMAT programme: Impact and challenges in its implementation. International Journal of Education and Research, 2(6), 133-146.

Kotur, B. R. & Anbazhagan, S. (2014). Influence of age and gender on performance. IOSR Journal of Business and Management (IOSR – JBM), 16(5), 97 – 103. Retrieved from http://www.iosrjournals.org

Makaaru, J., Cunningham, K., Kisaame, K., Nansozi, S., and Bogere, G. (2015). Public expenditure governance in Uganda’s education sector: Application of an innovative assessment framework, Kampala. ACODE Policy Research Series, No. 67.

Mobegi, F. O., Ondigi, A. B., & Oburu, P. O. (2010). Secondary school head teacher’s quality assurance strategies and challenges in Gucha district, Kenya. Educational Research and Reviews, 5(7), 408-414.

Moon, K., Brewer, T. D., Januchowski-Hartley, S. R., Adams, V. M., & Blackman, D. A. (2016). A guideline to improve qualitative social science publishing in ecology and conservation. Ecology and Society, 21(3), 17-38.

Hassan, A., & Fan, I. (2015). Challenges to successful total quality management implementation in public secondary schools: A Case study of Kohat District, Pakistan. International Conference on Education and New Developments.

Muwagga, A. M., Genza, G. M., & Ssemulya, R. (2013). School leadership and denominational identity: The case of Roman Catholic-founded schools in Uganda. American Journal of Educational Research, 1(8), 327-333.

Ndaita, J. (2015). Constraints to the principals’ instructional quality assurance role in public secondary schools in Kenya. African Research Journal of Education and Social Sciences, 2. Retrieved from: http://arjess.org/education-research/constraints-to-the-principals-instructional-quality-assurance-role-in-public-secondary-schools-in-kenya.

Nelson, R., Ehren, M., & Godfrey, D. (2015). Literature review on internal evaluation. London: Institute of Education. Retrieved from: www.schoolinspections.eu

Ngware, et al. (2006). Total Quality Management in Secondary Schools in Kenya: Extent of Practice. Quality Assurance in Education: An International Perspective, v14 n4 p339-362.

Noble, H., & Smith, J. (2015). Issues of validity and reliability in qualitative research. Evidence-Based Nursing, 18(2), 34-5. https://doi.org/10.1136/eb-2015-102054

Normand, ‎R., & Derouet, J. [Eds.]. (2016). A European Politics of education: Perspectives from sociology, policy studies and politics. London, UK: Routledge.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International journal of qualitative methods, 16(1), 1-13. doi: 10.1177/1609406917733847

Obaob, G. S., & Moneva, J. C. (2014). Performance Assessment and Evaluation: Measuring Success and Achievement. European Scientific Journal, ESJ, 10.

Okereke, E. (2014). Strategies for ensuring quality in the business education programme of tertiary institutions in Anambra State. An International Multidisciplinary Journal, Ethiopia, 8(1), 321-336.

Olibie, E. I., Ofojebe, W. N., & Ezugoh, T. C. (2015). Rationales, mechanisms and challenges of quality assurance in teachers’ professional practices at the primary education sector. International Journal of Education 7(2), 160-175. doi: https://doi.org/10.5296/ije.v7i2.7237

Omaali D. (2018). The Role of Director of Studies (DOS) In School Leadership. A Case of Secondary Schools in Soroti District, Uganda. Research journali’s Journal of Education Vol. 6. No. 12.ISSN 2347-8225 1 www.researchjournali.com

Onuma, N., & Okpalanze, N. K. (2017). Assessment of quality assurance practices in secondary schools in Enugu State Nigeria. Middle-East Journal of Scientific Research 25(8), 1695-1714.

Suleman, Q., & Gul, R. (2015). Challenges to successful total quality management implementation in public secondary schools: A case study of Kohat District, Pakistan. Journal of Education and Practice, 6(15), 123-134.

Terhile, B, F., & Nike, A. J. (2013). Impact of Total Quality Management (TQM) on Secondary School Education for National Transformation: The Case of Benue North- West Senatorial District of Benue State, Nigeria. Journal of Education and Practice, 4(20), 68- 75.

Vaismoradi, M., Jones, J., Turunen, H., & Snelgrove, S. (2016). Theme development in qualitative content analysis and thematic analysis. Journal of Nursing Education and Practice, 5(6), 100-110. http://dx.doi.org/10.5430/jnep.v6n5p100.

Wakoli, C. (2013). Effects of Workload on the Teachers’ Performance in Kanduyi Division, Bungoma District. International Journal of Science and Research. Vol 5 Issue. ISSN (Online): 2319-7064

Wisdom, J., & Creswell, J. W. (2013, February). Mixed methods: Integrating quantitative and qualitative data collection and analysis while studying patient-centred medical home models (AHRQ Publication No. 13-0028-EF). Rockville, MD: Agency for Healthcare Research and Quality.

Wiseman, A. W., & Davidson, P. M. (2018). The Rhythmic Application of Evidence-Based Policy in National Educational Systems Worldwide. In Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform. Emerald Publishing Limited.

Yaro, I., Arshad, R., & Salleh, D. (2017). Stakeholder perceptions of secondary education quality in Sokoto State, Nigeria. Quality Assurance in Education, 25(2), 248-267.

Zarrow, J. (2020). 5 Strategies for Better Teacher Professional Development. Downloaded from: https://www.teachthought.com/pedagogy/5-strategies-better-teacher-professional-development/

Zheng, M. (2015). Conceptualization of cross-sectional mixed methods studies in health science: A methodological review. International Journal of Quantitative and Qualitative Research Methods, 3(2), 66-87.




DOI: http://dx.doi.org/10.46827/ejes.v7i10.3320

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Oscar Mugula, Marcella Momanyi, Anthony Mugagga Muwagga

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.


This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).