Objective: This chapter primarily focuses on establishing a
relationship between school external factors and teacher effectiveness in
promoting learners’ academic achievement in government-aided secondary schools
in Lira District, Uganda.
Background: Teacher effectiveness has been regarded as
crucial to student achievement and, attainment of the 21st century
competencies. Teacher effectiveness centers on the teacher’s knowledge of the
subject matter, expertise and resourcefulness that enhance students’ academic
performance. Effective teachers are expected to spell out the learning outcomes
to focus learners on the learning goals; make the content as clear as possible
and build on existing knowledge of the learners; engage learners in activities
during the teaching and learning process; and display high level of enthusiasm
that reflects professional competence and confidence. The initiatives by the
government of Uganda to improve teacher effectiveness seems to be futile in
most upcountry Districts, Lira inclusive as the Uganda National Examination
Board (UNEB) reported poor academic performance of learners in National
Examination in most of the Northern Uganda Districts including Lira which is an
indicator of teacher ineffectiveness. It is based on this context that this
study explored the effects of school external factors on teacher effectiveness
in promoting learners’ academic achievement in government-aided secondary
schools in Lira District, Uganda.
Methodology: The study employed a mixed research approach,
using a correlational research design. Study participants including head
teachers, District Education Officer (DEO) and District Inspector of schools
(DIS) were sampled purposively whereas teachers were identified using a simple
random sampling technique. Data were collected using interviews and
questionnaires. Pearson's product-moment correlation coefficient (r) was used
to determine the association between the study variables whereas multiple
linear regression analysis was used to determine the degree of predictability
between the study variables. The researcher used thematic analysis to analyzed
qualitative data.
Results: The study revealed a strong positive association
between school external factors and teacher effectiveness in promoting
learners’ academic achievement in government-aided secondary schools in Lira
District (r= 0.756, P<0.05). the study further revealed that school external
factors significantly account for the teacher effectiveness in the promotion of
learners’ academic achievement although it accounts for only 55.6% (R2 = 0.
572, p<0.05). The qualitative interviews held with the head teachers,
District Education Officer, and District Inspector of schools also showed that
school external factors influenced the teachers’ effectiveness in promoting
learners’ academic achievement in government-aided secondary schools in Lira
District.
Conclusion: The study revealed a strong positive significant
correlation between school external factors and teacher effectiveness in the
promoting learners’ academic achievement in government-aided secondary schools
in Lira District. This implies that any change on the school external factors
causes a positive or negative shift on teacher effectiveness in the promoting
learners’ academic achievement. Therefore, we recommend the government and
policy makers and external supervisors should strike a balance between school
external factors and teacher effectiveness in order to improve learners’
academic achievement. There is also need to replicate this study in tertiary
institutions of learning. Finally, it is concluded that school external factors
affect teacher effectiveness in promoting learners’ academic achievement in
government-aided secondary schools in Lira District.
Emmanuel Odit,
Department of Professional Studies, Lira University, Uganda and 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/PLLER-V4/article/view/13169
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