victoria Kaggwa - Academia.edu (original) (raw)
Uploads
Papers by victoria Kaggwa
Journal of Education and Practice, 2019
The study investigates the extent to which mentoring services improve on teachers' instructional ... more The study investigates the extent to which mentoring services improve on teachers' instructional processes in government aided secondary schools. Teacher effectiveness requires concerted effort and interventions to change the way teachers conduct their teaching. The research used cross sectional survey and mixed methods. Questionnaires and interviews were used to collect data. Data was collected from 462 secondary school teachers and school administrators and analyzed using descriptive statistics and Chi-Square frequency. The results showed that: teachers use varieties of reference text books in preparing their notes (M = 4.45), however, up-to-date textbooks are not many in the school, teachers use instructional materials in teaching learning process (M = 4.28) and teachers involved students in learning process (M = 4.41). However, teachers are not always willing to make schemes of work unless they are pressurized. Some teachers have forgotten lesson planning in their subject areas and do not use varieties of generic teaching methods. The study concludes that mentoring has influence on teacher effectiveness in government aided secondary schools but teachers are not adequately interested in mentoring that is why teachers use poor methods of teaching thus poor performance among students because they do not attend mentoring services effectively. The study suggests that the Ministry of Education and Sports should be empowered to regularly organize appropriate training for teachers and school administrators to scale-up teachers' awareness and skills in mentoring to help improve on teachers' instructional processes in government aided secondary schools.
Donnish Journal of Educational Research and Reviews, Apr 16, 2015
This paper analyses the correlation between School heads’ leadership traits and learners’ attainm... more This paper analyses the correlation between School heads’ leadership traits and learners’ attainment in Uganda, with a sample of 12 secondary schools in Kampala Metropolitan City. The study findings were as such: High-performing schools register high student grades (μ=68. 47) compared to Moderately-performing schools (μ=58.2) and Low-performing schools (μ=37.41). Secondly, the situational leader is the most appropriate trait to account for improved academic attainment (F=18.41), followed by the democratic trait (F=17.06), the laissez faire management trait accounting for n F statistic of 10.39, and the autocratic school head (F=10.01). Third, the higher the situational leadership trait is used, the higher the learners’ academic attainment (β1=0.653; p≤0.05). Fourth, democratic trait school heads reasonably influence learners’ academic attainment (β2=-0.481; p≤0.05). Learners’ academic attainment is incompatible with autocratic trait school headships (β3=-0.651; p≤0.05), just as it is similar with laissez faire trait school heads (β4=-0.292; p≤0.05). Finally the study recommends that situational school headship is more appropriate for academic attainment because of being more adaptable to the current demands of the teaching service.
Journal of Education and Practice, 2019
The study investigates the extent to which mentoring services improve on teachers' instructional ... more The study investigates the extent to which mentoring services improve on teachers' instructional processes in government aided secondary schools. Teacher effectiveness requires concerted effort and interventions to change the way teachers conduct their teaching. The research used cross sectional survey and mixed methods. Questionnaires and interviews were used to collect data. Data was collected from 462 secondary school teachers and school administrators and analyzed using descriptive statistics and Chi-Square frequency. The results statistically significantly suggested that teachers are able to supervise and control learners during class activities as a result of mentoring services (M = 4.40). The study findings statistically significantly suggested (M =4.32) that teachers have acquired skills of controlling learners' behaviours in the class as a result of mentoring services. It was also statistically significantly suggested (M= 4.25) that teachers acquired skills of controlling noise as a result of mentoring services. The findings through quantitative methods revealed that mentoring influence teacher effectiveness in government aided secondary schools. However, findings through qualitative methods revealed that Mentoring does not have any influence on teacher effectiveness. Findings through documents checked revealed that mentoring activities are not documented meaning no mentoring services in the schools. Mentors have not had formal training in mentoring, they have no mentoring skills. This is why teachers do not effectively manage their classroom and students' performance remain poor. The study suggests that Ministry of Education and Sports should be empowered to regularly organize appropriate training for teachers and school administrators to scale-up teachers' awareness and skills in mentoring to help improve on teachers' instructional processes in government aided secondary schools.
Advances in Social Sciences Research Journal, 2017
This study investigated the dynamics of shared leadership in university management in Uganda. Usi... more This study investigated the dynamics of shared leadership in university management in Uganda. Using data from two public universities and a sample of 100 participants, the results from a univariate analysis show that, the practice of shared leadership in university has since improved but much felt at the lower and middle-line management levels. Employing a Factor Analysis, a host of factors influencing shared leadership in a university management context have been reduced whereby institutional cohesion, expert contacts and shared responsibility are highly valued factors; mutual support, communicating institutional expectations, and autonomy and self-management are moderately valued factors; while networking for a common institutional vision is least valued as motivators of shared leadership in university management in Uganda. The researchers concluded that shared leadership can be optimally practiced where a participative management model prevails to allow room for the vertical distribution of authority throughout all the institutional structures.
Journal of Education and Practice, 2019
The study investigates the extent to which mentoring services improve on teachers' instructional ... more The study investigates the extent to which mentoring services improve on teachers' instructional processes in government aided secondary schools. Teacher effectiveness requires concerted effort and interventions to change the way teachers conduct their teaching. The research used cross sectional survey and mixed methods. Questionnaires and interviews were used to collect data. Data was collected from 462 secondary school teachers and school administrators and analyzed using descriptive statistics and Chi-Square frequency. The results showed that: teachers use varieties of reference text books in preparing their notes (M = 4.45), however, up-to-date textbooks are not many in the school, teachers use instructional materials in teaching learning process (M = 4.28) and teachers involved students in learning process (M = 4.41). However, teachers are not always willing to make schemes of work unless they are pressurized. Some teachers have forgotten lesson planning in their subject areas and do not use varieties of generic teaching methods. The study concludes that mentoring has influence on teacher effectiveness in government aided secondary schools but teachers are not adequately interested in mentoring that is why teachers use poor methods of teaching thus poor performance among students because they do not attend mentoring services effectively. The study suggests that the Ministry of Education and Sports should be empowered to regularly organize appropriate training for teachers and school administrators to scale-up teachers' awareness and skills in mentoring to help improve on teachers' instructional processes in government aided secondary schools.
Donnish Journal of Educational Research and Reviews, Apr 16, 2015
This paper analyses the correlation between School heads’ leadership traits and learners’ attainm... more This paper analyses the correlation between School heads’ leadership traits and learners’ attainment in Uganda, with a sample of 12 secondary schools in Kampala Metropolitan City. The study findings were as such: High-performing schools register high student grades (μ=68. 47) compared to Moderately-performing schools (μ=58.2) and Low-performing schools (μ=37.41). Secondly, the situational leader is the most appropriate trait to account for improved academic attainment (F=18.41), followed by the democratic trait (F=17.06), the laissez faire management trait accounting for n F statistic of 10.39, and the autocratic school head (F=10.01). Third, the higher the situational leadership trait is used, the higher the learners’ academic attainment (β1=0.653; p≤0.05). Fourth, democratic trait school heads reasonably influence learners’ academic attainment (β2=-0.481; p≤0.05). Learners’ academic attainment is incompatible with autocratic trait school headships (β3=-0.651; p≤0.05), just as it is similar with laissez faire trait school heads (β4=-0.292; p≤0.05). Finally the study recommends that situational school headship is more appropriate for academic attainment because of being more adaptable to the current demands of the teaching service.
Journal of Education and Practice, 2019
The study investigates the extent to which mentoring services improve on teachers' instructional ... more The study investigates the extent to which mentoring services improve on teachers' instructional processes in government aided secondary schools. Teacher effectiveness requires concerted effort and interventions to change the way teachers conduct their teaching. The research used cross sectional survey and mixed methods. Questionnaires and interviews were used to collect data. Data was collected from 462 secondary school teachers and school administrators and analyzed using descriptive statistics and Chi-Square frequency. The results statistically significantly suggested that teachers are able to supervise and control learners during class activities as a result of mentoring services (M = 4.40). The study findings statistically significantly suggested (M =4.32) that teachers have acquired skills of controlling learners' behaviours in the class as a result of mentoring services. It was also statistically significantly suggested (M= 4.25) that teachers acquired skills of controlling noise as a result of mentoring services. The findings through quantitative methods revealed that mentoring influence teacher effectiveness in government aided secondary schools. However, findings through qualitative methods revealed that Mentoring does not have any influence on teacher effectiveness. Findings through documents checked revealed that mentoring activities are not documented meaning no mentoring services in the schools. Mentors have not had formal training in mentoring, they have no mentoring skills. This is why teachers do not effectively manage their classroom and students' performance remain poor. The study suggests that Ministry of Education and Sports should be empowered to regularly organize appropriate training for teachers and school administrators to scale-up teachers' awareness and skills in mentoring to help improve on teachers' instructional processes in government aided secondary schools.
Advances in Social Sciences Research Journal, 2017
This study investigated the dynamics of shared leadership in university management in Uganda. Usi... more This study investigated the dynamics of shared leadership in university management in Uganda. Using data from two public universities and a sample of 100 participants, the results from a univariate analysis show that, the practice of shared leadership in university has since improved but much felt at the lower and middle-line management levels. Employing a Factor Analysis, a host of factors influencing shared leadership in a university management context have been reduced whereby institutional cohesion, expert contacts and shared responsibility are highly valued factors; mutual support, communicating institutional expectations, and autonomy and self-management are moderately valued factors; while networking for a common institutional vision is least valued as motivators of shared leadership in university management in Uganda. The researchers concluded that shared leadership can be optimally practiced where a participative management model prevails to allow room for the vertical distribution of authority throughout all the institutional structures.