External Factors and Teacher Effectiveness in Enhancing Learners’ Academic Achievement of Government-Aided Secondary Schools in Lira District, Uganda | Chapter 12 | Progress in Language, Literature and Education Research Vol. 4

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.

Author(s) Details:

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

The Influence of School Internal Factors on Teacher Effectiveness: A Case Study from Secondary Schools in Lira District, Uganda | Chapter 4 | Research Highlights in Language, Literature and Education Vol. 7

 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    

Assessment of Mentoring and Teacher Effectiveness in Government-aided Secondary Schools in the Acholi Sub Region in Uganda| Chapter 12 | Current Research in Language, Literature and Education Vol. 5

This article outlines a research that looked at the link between mentoring and teacher effectiveness in Uganda's Acholi sub-government-aided region's secondary schools. The study employed a descriptive, cross-sectional survey technique to look at teachers at government-aided secondary schools in the Acholi sub-region. It was observed that assisting instructors helped them develop confidence, enhance their teaching, and increase their efficacy and efficiency in guiding students' achievements. It was shown that aiding teachers at government-aided secondary schools in enhancing their efficacy boosts instructors' confidence in the classroom and improves students' learning. At this approach, mentoring assists instructors in government-aided secondary schools in improving their teaching methods. As a consequence, the study suggests that mentors support instructors in integrating social interactions and instructional strategies, as well as giving feedback and clarity in the classroom, all of which have direct quantifiable benefits on student learning outcomes.

Author(s) Details:

John Bismarck Okumu,
Gulu University, Faculty of Education and Humanities, Gulu, Uganda.

Tom Henry Ogwang,
Faculty of Education and Humanities, Gulu University, Gulu, Uganda.

Wycliffe Scott Wafula,
School of Education and External Studies, Makerere University, Uganda.

Please see the link here: https://stm.bookpi.org/CRLLE-V5/article/view/6728