TEACHERS’ CHALLENGES AND THE IMPLEMENTATION OF UNIVERSAL PRIMARY EDUCATION IN HOIMA DISTRICT: A CASE STUDY OF PRIMARY SCHOOLS IN HOIMA CITY, UGANDA

Doreen Asemera, Kaggwa, R. Victoria Tamale, John Paul Kasujja

Abstract


This study investigated the influence of headteachers’ leadership styles on the quality of education in government-aided primary schools in Karugutu sub-county, Ntoroko District. The study was guided by the following objectives: to establish the influence of effective communication on the quality of Education in primary schools and to assess the impact of delegation on the quality of Education in primary schools in Karugutu sub-county, Ntoroko District. The study adopted a case study research design. The sample comprised government-aided primary schools. The sample for this study was 132 respondents, including 80 long-serving teachers, 40 senior teachers, 10 headteachers, and 2 Education Officers. Survey questionnaires and oral interview guides were the main tools used in data collection. Data was coded manually and later analyzed quantitatively and qualitatively using descriptive statistics, mainly percentages and content analysis. The results revealed that headteachers’ leadership styles influence the quality of primary education. Headteachers rarely did support supervision. This indicated a high degree of their job abandonment, leading to low grades. The study, however, also revealed that headteachers’ delegation of duties improves teachers’ quality of work. This allows them to make decisions and complete tasks in areas in which they have direct knowledge. It also revealed that most institutions did not have well-established communication strategies. It was recommended that the headteachers incorporate a collective management approach in their teacher management scale broadly. This study recommended refresher courses for headteachers, strict supervision and measures to reduce workload for headteachers by the Ministry of Education and Sports.

 

Article visualizations:

Hit counter


Keywords


teachers’ challenges, universal primary education, Hoima district, primary schools

Full Text:

PDF

References


Adrienne, M. L., & Mbiti, I. M. (2012). Access, sorting, and achievement: The short-run effects of free primary education in Kenya. American Economic Journal: Applied Economics; 4 (4): 226-53. Retrieved from https://www.aeaweb.org/articles?id=10.1257/app.4.4.226

Amin, M. E. (2005). Social Science Research: Conception, Methodology and Analysis. Makerere University Press, Kampala. Retrieved from https://books.google.ro/books/about/Social_Science_Research.html?id=qundMQAACAAJ&redir_esc=y

Bategeka, L. (2014). Financing Primary Education for All: Uganda, Institute of Development Studies, and University of Sussex.

Bell, L. & Rhodes, C. (1996). The skills of Primary School Management, London: Routledge. Retrieved from https://www.routledge.com/The-Skills-of-Primary-School-Management/Bell-Rhodes/p/book/9780415097574

Bennel, P. (2012). Hitting the Target: Doubling Primary School Enrollments in Sub-Saharan Africa by 2025. World Development, vol. 30(7), 1179-1194. Retrieved from https://ideas.repec.org/a/eee/wdevel/v30y2002i7p1179-1194.html

Borg, W. R. & Gall, M. D. (2007). Education Research: An Introduction. 4th ed. New York: Longman. Retrieved from https://books.google.ro/books/about/Educational_Research.html?id=E9DhnQEACAAJ&redir_esc=y

Jill, J., Maria, P., & Emmanuel, T. (2017). Efficiency in education: Journal of the Operational Research Society. 68 (4): 331–338. https://doi.org/10.1057/s41274-016-0109-z

Kathuri, N. & Pals, D. (2018). Introduction to Educational Research:Njoro: Egerton University.

Lewin, K. M. (2018). Strategies for Sustainable Financing of Primary Education in Sub-Saharan Africa: Washington, D.C.: World Bank. Retrieved from https://openknowledge.worldbank.org/entities/publication/b5991ad1-ff15-5bf9-b39e-0ac3f80f75de

Marcus, W. (2016). Teachers Matter: Rethinking How Public Schools Identify, Reward, and Retain Great Educators. Rowman & Littlefield. Retrieved from https://www.tandfonline.com/doi/full/10.1080/15582159.2012.702048

Mbaabu, L.N. (2008). A Study of Administrative Problems Experienced by Primary School Head Teachers: Unpublished M.Ed. Nairobi: Thesis Kenyatta University.

MoE Policy Brief, (2006). Inter-Regional inequality Facility: Sharing ideas and policies across Africa, Asia and Latin America. Government of the Republic of Uganda.

Mugenda, O. & Mugenda, A. (1999). Research Methods: Qualitative and Quantitative Approaches. Nairobi: Acts Press. Retrieved from https://books.google.ro/books/about/Research_Methods.html?id=4WyrAAAACAAJ&redir_esc=y

Museveni, Y. K. (2012). State of the nation address, 7th June 2012. National Development Plan 2010/11-2014/15

Mwenda, E. E. (2009). Influence of Free Primary Education on the Quality of Teaching and Learning in Public Primary Schools in Meru South District, Kenya; Unpublished M.Ed Thesis, Chuka; Chuka University College. Retrieved from https://www.africabib.org/rec.php?RID=354980866

Mwesigye, A. (2018). The advent of Universal Primary Education (UPE) in Uganda: challenges and possible solutions: Journal of Educational Research and Studies; Vol. 3(1), pp. 1-12. Retrieved from https://s3-eu-west-1.amazonaws.com/s3.sourceafrica.net/documents/119123/The-Advent-of-Universal-Primary-Educatio.pdf

Okumbe, J. A. (2011). Human Resource Management: An Educational Perspective. Kampala: Educational Development and Research Bureau. Retrieved from https://books.google.ro/books/about/Human_Resources_Management.html?id=K2jvAAAAMAAJ&redir_esc=y

Olembo, J. O. & Cameron, J. (2013). Practical Primary School Administration. For Students, Teachers and Heads: London: Edward Arnold Publishers. Retrieved from https://maktaba.pu.ac.ke/cgi-bin/koha/opac-detail.pl?biblionumber=5136&shelfbrowse_itemnumber=7688

Orlosky, D. E. (2019). Educational Administration Today. Ohio: Charles E. Merrill Publishing Company. Retrieved from https://books.google.ro/books/about/Educational_Administration_Today.html?id=wCOKQgAACAAJ&redir_esc=y

Osei, G. M. (2016). Teachers in Shama: Issues of Training, Remuneration and Effectiveness; International Journal of Educational Development: Volume 26, p.38-51. Retrieved from https://www.researchgate.net/publication/222850068_Teachers_in_Ghana_Issues_of_training_remuneration_and_effectiveness

Psacharopoulos, G. (2014). Returns to Investment in Education: A Global Update. World Development, vol. 22(9), 1325-1343. Retrieved from https://documents.worldbank.org/en/publication/documents-reports/documentdetail/468021468764713892/returns-to-investment-in-education-a-global-update

Ray, L. (2014). Measuring progress toward universal primary education: An examination of indicators.Comparative Education Review; 58 (4): 653-77. Retrieved from https://www.researchgate.net/publication/273115066_Measuring_Progress_toward_Universal_Primary_Education_An_Examination_of_Indicators

Robin, S. P. (2013). Organisational Theory: New Jersey: Prentice Hall.

Sharma, S. R. (2018). Encyclopedia of Modern Educational Research. New Delhi: Anmol Publications Private Ltd

Sifuna, D. N. (2009). Development of education in Africa: the Kenyan experience. Nairobi: Initiatives Ltd. Retrieved from https://books.google.ro/books/about/Development_of_Education_in_Africa.html?id=hPsMAQAAIAAJ&redir_esc=y

The World Bank, (2021). Population growth (annual %). Data.worldbank.org. Retrieved from https://data.worldbank.org/indicator/SP.POP.GROW

UNESCO. (2016). EFA: Global Monitoring Report: The Role of the Organization and Social Context of Schools. Retrieved from https://inee.org/sites/default/files/resources/doc_1_52_Full_report.pdf

UNESCO. (2017). World Education Report 2017.UNESCO. Paris. Retrieved from https://gem-report-2017.unesco.org/wp-content/uploads/2017/10/2017-GEM-Report-Statistical-Tables.pdf

United Nations Economic Commission for Africa. (2015). MDG Report 2015: Assessing progress in Africa toward the Millennium Development Goals. Addis Ababa, Ethiopia: United Nations Economic Commission for Africa. Retrieved from https://www.uneca.org/sites/default/files/PublicationFiles/mdg 2015_eng_16sep_rev2.pdf

Verspoor, A. (2018). At the Crossroads: Choices for Primary Education in Sub-Saharan Africa; Washington, D.C.: World Bank. Retrieved from https://documents.worldbank.org/pt/publication/documents-reports/documentdetail/630541468203352983/at-the-crossroads-choice-for-secondary-education-in-sub-saharan-africa

Wael, M., & Carina, O. (2020). The Long-Term Effects of Universal Primary Education: Evidence from Ethiopia, Malawi, and Uganda: Comparative Education Review. 64 (2): 179–206. doi:10.1086/708144. Retrieved from https://www.journals.uchicago.edu/doi/10.1086/708144

World Bank (2010). Education in Sub-Saharan Africa: Policies of Readjustment, Revitalization and Expansion. Washington, D.C.: World Bank. Retrieved from https://documents.worldbank.org/en/publication/documents-reports/documentdetail/816101468009945118/education-in-sub-saharan-africa-policies-for-adjustment-revitalization-and-expansion

World Bank. (2005). Expanding Opportunities and Building Competencies for Young People: A New Agenda for Secondary Education. Washington, D.C.: World Bank. Retrieved from https://elibrary.worldbank.org/doi/abs/10.1596/0-8213-6170-8

World Bank. (2019). World development indicators. Washington, DC: World Bank. Retrieved from https://databank.worldbank.org/source/world-development-indicators

World Education News and Reviews. (2020). Education in Uganda: Wenr.wes.org: Retrieved from https://wenr.wes.org/2020/10/education-in-uganda

Yasser, A. (2016). Effects of Education in Developing Countries: Journal of Construction in Developing Countries. Retrieved from https://www.researchgate.net/publication/311607929_Effects_of_Education_in_Developing_Countries




DOI: http://dx.doi.org/10.46827/ejes.v11i7.5427

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Doreen Asemera, Kaggwa, R. Victoria Tamale, John Paul Kasujja

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

Copyright © 2015-2023. 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).