Browsing by Author "Dr. Enock Barigye (PhD)"

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Grading Rubrics and Teachers’ Effectiveness in the Assessment of Learners in the Lower Secondary Curriculum in Bushenyi-Ishaka Municipality
(The Advanced Global Journal of Research, 2025) Naturinda Patience; Rev. Canon. Asaph Kabakyenga,; Dr. Enock Barigye (PhD)
The study examined the relationship between the use of grading rubrics and teachers’ effectiveness in assessment in Lower Secondary Curriculum in Bushenyi-Ishaka Municipality in Bushenyi District. Using a descriptive survey design, both qualitative and quantitative data were collected from 124 students, 26 teachers, 4 headteachers, and 4 directors of studies through questionnaires and interviews. Data were analyzed using descriptive statistics and Pearson correlation. The study established a statistically significant positive relationship between the use of grading rubrics and teachers’ effectiveness in assessment; students’ responses showed a strong correlation (r = 0.654, p = 0.000), while teachers’ responses indicated a moderate correlation (r = 0.544, p = 0.004). The study concluded that consistent use of grading rubrics enhances fairness, transparency, and teachers’ effectiveness in assessment. It therefore recommended continuous teacher training, collaboration to standardize rubric use, and sensitization of students on rubric application. Further research should examine the impact of grading rubrics on students’ academic performance and motivation in the Lower Secondary Curriculum, since this study focused on teachers’ effectiveness in assessment through the use of grading rubrics.
The Effect of Non-Monetary Incentives on Teachers’ Effectiveness in Government Aided Secondary Schools in Bushenyi District, Uganda
(The Advanced Global Journal of Research, 2025) Vincent Rwabs Mucunguzi; Dr. Richard Twebaze (PhD); Dr. Enock Barigye (PhD)
This study examined the effect of non-monetary incentives on teachers’ effectiveness in government-aided secondary schools in Bushenyi District, Uganda. The research was guided by Herzberg's Two-Factor Theory, which distinguishes between motivators (intrinsic factors) and hygiene factors (extrinsic factors) influencing job satisfaction and performance. A convergent parallel design was employed, using a mixed-methods approach that combined quantitative data from 236 of the 336 teachers in government-aided secondary schools with qualitative insights from 10 head teachers of the selected schools. The findings revealed a moderate positive correlation (r = 0.469) between non-monetary incentives and teachers’ effectiveness, suggesting that enhancing these incentives could significantly improve performance. The study concluded that non-monetary incentives play a critical role in motivating teachers and recommended that school administrators and policymakers prioritize these incentives to boost teacher morale and effectiveness. Further research is encouraged to examine the impact of specific individual incentives on teacher performance.
The Effect of Non-Monetary Incentives on Teachers’ Effectiveness in Government Aided Secondary Schools in Bushenyi District, Uganda
(The Advanced Global Journal of Research, 2025-09) Vincent Rwabs Mucunguzi; Dr. Richard Twebaze (PhD); Dr. Enock Barigye (PhD)
This study examined the effect of non-monetary incentives on teachers’ effectiveness in government-aided secondary schools in Bushenyi District, Uganda. The research was guided by Herzberg's Two-Factor Theory, which distinguishes between motivators (intrinsic factors) and hygiene factors (extrinsic factors) influencing job satisfaction and performance. A convergent parallel design was employed, using a mixed-methods approach that combined quantitative data from 236 of the 336 teachers in government-aided secondary schools with qualitative insights from 10 head teachers of the selected schools. The findings revealed a moderate positive correlation (r = 0.469) between non-monetary incentives and teachers’ effectiveness, suggesting that enhancing these incentives could significantly improve performance. The study concluded that non-monetary incentives play a critical role in motivating teachers and recommended that school administrators and policymakers prioritize these incentives to boost teacher morale and effectiveness. Further research is encouraged to examine the impact of specific individual incentives on teacher performance.