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

Authors

  • Doreen Asemera School of Education, Nkumba University, Entebbe, Uganda
  • Kaggwa, R. Victoria Tamale Senior Lecturer, Department of Foundations and Curriculum Studies, School of Education, College of Education and External Studies, Makerere University, Kampala, Uganda
  • John Paul Kasujja Senior Lecturer, PhD, Department of Humanities Education, School of Education, Nkumba University, Entebbe, Uganda

DOI:

https://doi.org/10.46827/ejes.v11i7.5427

Keywords:

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

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.

 

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Author Biographies

  • Doreen Asemera, School of Education, Nkumba University, Entebbe, Uganda

    Doreen Asemera is a graduate with a Master of Educational Management and Planning.

  • Kaggwa, R. Victoria Tamale, Senior Lecturer, Department of Foundations and Curriculum Studies, School of Education, College of Education and External Studies, Makerere University, Kampala, Uganda
    Kaggwa, R. Victoria Tamale, Senior Lecturer, Makerere University, Uganda. B.A. Education (Hons), Masters in Education, PhD (Education).
  • John Paul Kasujja, Senior Lecturer, PhD, Department of Humanities Education, School of Education, Nkumba University, Entebbe, Uganda

    John Paul Kasujja, Senior Lecturer, History, Department of Humanities Education, Nkumba University, Uganda.

    ORCID: https://orcid.org/0000-0002-6969-5547.

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Published

2024-06-17

Issue

Vol. 11 No. 7 (2024)

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Articles

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