Browsing by Author "Jean Tutegyereize"

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Head Teachers’ Delegation Levels and Their Job Effectiveness in Mbarara City South Division Government Aided Secondary Schools
(East African Nature & Science Organization, 2025-07-13) Scovia Kanshabe; Dr. Basil Tibanyendera; Jean Tutegyereize
This study was conducted to assess the effect of head teachers’ delegation levels on their job effectiveness in government-aided secondary schools in Mbarara City South Division. The Objectives were to establish the head teachers’ delegation levels, assess the head teachers’ job effectiveness, and determine the effect of the head teachers’ delegation levels on their job effectiveness. A cross-sectional research design employing both qualitative and quantitative approaches was adopted. The study was conducted in six government-aided secondary schools, with a sample size of 130 respondents comprising 6 head teachers (purposively selected) and 124 teachers (selected using simple random sampling). Data were collected using self- administered questionnaires for teachers and interview guides for head teachers. Quantitative data were analysed using the Pearson correlation coefficient in SPSS version 28, while the qualitative data were manually coded, and themes were identified through an inductive approach. Findings revealed that most head teachers demonstrated moderate to high levels of delegation, often assigning administrative and instructional roles to other staff members. Job effectiveness was rated as average to high, depending on the extent of delegation. A very high positive correlation (r=0.844) was found between delegation levels and job effectiveness. Also, a p-value of 0.001 (p < 0.05) indicated that there is a statistically significant relationship between head teachers’ delegation levels and their job effectiveness, meaning that increased delegation contributed to the job effectiveness of the head teachers. The study concluded that head teachers who embraced higher levels of delegation experienced better job effectiveness due to shared responsibilities, reduced workload, and increased staff participation. Delegation was thus identified as a key strategy for enhancing the head teachers’ job effectiveness in schools. It is recommended that the Ministry of Education and Sports, and school boards, should provide training in delegation and leadership skills to head teachers. Schools should institutionalize delegation policies to ensure consistent leadership practices.
Teacher Classroom Management Practices and Students’ Discipline in Selected Government Aided Secondary Schools in Mbarara City
(East African Journal of Education Studies, 2025-08-04) Shillah Nyamate; Dr. Basil Tibanyendera,; Jean Tutegyereize
Background: Student discipline is a key determinant of academic success and overall school effectiveness. In government-aided secondary schools, teachers' classroom management practices significantly influence students’ behaviour and conduct. This study aimed to investigate the relationship between teachers’ classroom management practices and students’ discipline in selected government- aided secondary schools in Mbarara City, Uganda. The objectives of the study were to establish the relationship between classroom organization and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between classroom instruction and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between supportive feedback and students’ discipline in selected government aided secondary schools in Mbarara City; and to establish the moderating role of school environment and students’ home background on the relationship between teacher classroom management practices and students’ discipline in selected government aided secondary schools in Mbarara City. Methodology: The study employed a cross-sectional research design, targeting a sample of 421 participants, including 106 teachers, 05 head teachers, 25 school disciplinary committees and 285 students and other relevant education stakeholders. Data was gathered using structured questionnaires and interviews. Quantitative data were analysed using SPSS for correlation and regression statistics, while qualitative responses were analysed thematically. Results: The findings revealed a moderate positive and significant relationship between classroom organisation and students’ discipline (r = 0.537**, p < 0.01), and a strong positive relationship between classroom instruction and students’ discipline (r = 0.696**, p < 0.01). A weak but significant relationship was also observed between supportive feedback and students’ discipline (r = 0.378**, p < 0.01). Further regression analysis showed that the school environment and students’ home background had a statistically significant moderating effect (β = 0.201, p < 0.01) on the relationship between classroom management practices and student discipline. Conclusion: Effective classroom management—particularly classroom organisation and instruction—plays a critical role in enhancing student discipline in government-aided secondary schools. Recommendations: The study recommends that the Ministry of Education and other stakeholders in Mbarara City
Teacher Classroom Management Practices and Students’ Discipline in Selected Government-Aided Secondary Schools in Mbarara City
(East African Nature & Science Organization, 2025-08) Shillah Nyamate; Dr. Basil Tibanyendera, PhD; Jean Tutegyereize
Background: Student discipline is a key determinant of academic success and overall school effectiveness. In government-aided secondary schools, teachers' classroom management practices significantly influence students’ behaviour and conduct. This study aimed to investigate the relationship between teachers’ classroom management practices and students’ discipline in selected government- aided secondary schools in Mbarara City, Uganda. The objectives of the study were to establish the relationship between classroom organization and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between classroom instruction and students’ discipline in selected government aided secondary schools in Mbarara City; to establish the relationship between supportive feedback and students’ discipline in selected government aided secondary schools in Mbarara City; and to establish the moderating role of school environment and students’ home background on the relationship between teacher classroom management practices and students’ discipline in selected government aided secondary schools in Mbarara City. Methodology: The study employed a cross-sectional research design, targeting a sample of 421 participants, including 106 teachers, 05 head teachers, 25 school disciplinary committees and 285 students and other relevant education stakeholders. Data was gathered using structured questionnaires and interviews. Quantitative data were analysed using SPSS for correlation and regression statistics, while qualitative responses were analysed thematically. Results: The findings revealed a moderate positive and significant relationship between classroom organisation and students’ discipline (r = 0.537**, p < 0.01), and a strong positive relationship between classroom instruction andstudents’ discipline (r = 0.696**, p < 0.01). A weak but significant relationship was also observed between supportive feedback and students’ discipline (r = 0.378**, p < 0.01). Further regression analysis showed that the school environment and students’ home background had a statistically significant moderating effect (β = 0.201, p < 0.01) on the relationship between classroom management practices and student discipline. Conclusion: Effective classroom management—particularly classroom organisation and instruction—plays a critical role in enhancing student discipline in government-aided secondary schools. Recommendations: The study recommends that the Ministry of Education and other stakeholders in Mbarara City should invest in strengthening classroom management practices by improving classroom layout, enhancing instructional delivery, and creating platforms for teachers to reflect on their classroom practices. Teachers should be empowered to frequently monitor students’ work and maintain interactive engagement during lessons to support discipline and learning outcomes.