The objective concerning this study was to decide the influence of School internal factors on faculty member effectiveness in subordinate schools in Lira District.Studies on teacher influence provide some visions into the qualities that combine teacher influence and student achievement. A correlational research design was used to measure the friendships between the study variables. The study fixated on all secondary schools in Lira District, all teachers in subordinate schools in Lira District, all head teachers in subordinate schools in Lira District, all Board of Governors (BOG) in secondary schools in Lira District all Parent Teacher Association (PTA), in addition to District inspectors of schools (DIS) and District Education Officer (DEO).The result showed a strong certain correlation betwixt school internal determinants and teacher effectiveness in subordinate schools in Lira district (r= 0.751, P<0.05), meaning that the school internal determinants which are the predictor variables considerably account for the professor effectiveness even though they account for only 56% (R2 = 0.564, p<0.05). The qualitative interviews grasped with the head educators, DEO, DIS and focused group discussions grasped with BOG and PTA again revealed that school within factors influence teacher influence. The thematic syllabus is believed that it will advance education quality in Uganda, more particularly by increasing the accomplishment levels of students in learning, numeracy and life skills.Teacher adeptness in secondary schools in the Lira community is significantly definitely correlated with school within characteristics. This plans that elevating or lowering within school factors in subordinate schools causes a significant advancement or diminution in teacher efficiency.. Extensive research is required on determinants other than school-within issues that may affect assistants' efficacy in the lecture room, and similar studies concede possibility be carried out at Uganda's elementary schools and bigger educational organizations.
Author(s) Details:
Emmanuel Odit,
Department
of Curriculum Studies, Faculty of Education and Humanities, Gulu University,
Uganda and Department of Biology, Faculty of Science and Education, Busitema
University, Uganda.
John
Bismarck Okumu,
Department
of Curriculum Studies, Faculty of Education and Humanities, Gulu University,
Uganda.
Wilfred Lajul,
Department of Curriculum Studies, Faculty of Education and
Humanities, Gulu University, Uganda.
George Opio,
Department of Curriculum Studies, Faculty of Education and
Humanities, Gulu University, Uganda.
Denis Omara,
Department
of Biology, Faculty of Science and Education, Busitema University, Uganda.
Please see the link here: https://stm.bookpi.org/RHLLE-V7/article/view/11154
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