SCHOOL INSPECTIONAND TEACHERS’ DISCIPLINE IN PRIVATE SECONDARY SCHOOLS IN KAMPALA DISTRICT, UGANDA

BY ADEYEMI LOVELYN OMOYEME (1162-07096-05150)

DISSERTATION SUBMITTED TO THE COLLEGE OF EDUCATION, OPEN, DISTANCE AND E-LEARNING IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF A DEGREE OF MASTER OF EDUCATIONAL MANAGEMENT AND ADMINISTRATION OF KAMPALA INTERNATIONAL UNIVERSITY

AUGUST, 2017

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DEDICATION

I dedicate this work to God Almighty, my strong pillar, my creator, my source of inspiration, wisdom, knowledge and understanding. Also to my darling husband; Olayinka I. Adeyemi who has encouraged me all the way and whose encouragement has made sure that I give it all it takes to finish that which I have started. To my children Oluwaosin, Abiola and Mayowa (the computer guru) for their contribution. Thank you and God bless you all.

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DECLARATION

I, Lovelyn Omoyeme Adeyemi do solemnly declare that I claim originality of this work; Reference has been made extensively to the Work of others who explored the related topic before me. I declare that this work has never been presented to any university or institution of higher learning. I accordingly present this work in partial fulfillment of the requirements for the award of Degree of Masters of Educational Management and Administration of Kampala International University.

Signed______

Date______

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APPROVAL

I certify that I have supervised and read this research and that in my opinion, it is adequate in scope and quality as a dissertation in partial fulfillment for the award of the Degree of Masters of Educational Management and Administration of Kampala International University.

Supervisor: Dr. Vincent Kayindu.

Signed …………………………………………

Date______

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ACKNOWLEGEMENTS

I express my unlimited gratitude to God Almighty who has provided all that was needed to complete this research work and the program for which it was undertaken for.

There are a number of people without whom this thesis might not have been written, and to whom I am greatly indebted.

To my dear husband Olayinka Adeyemi who never gave up on me and who encourage me to pursue my dream and finish. A very special thanks to you my darling for your practical, financial and emotional support may God Almighty bless you abundantly.

To my mother, Mrs Veronica Aluede for her love, prayers and love. Also from the depth of my heart I appreciate my children, Oluwatosin, Abiola and Mayowa for their various contributions and support. I also say a big thank you to Pastor Kola Oyekale for his prayers and word of encouragement which help me a lot in achieving this goal. I also show gratitude to Mr and Mrs Bode and Funke Ojo for their ,mnassistance, contribution and encouragement. I appreciate all my friends and well-wishers Mr and Mrs Otobo, Edith Sandra Ugo, Susan Namuli, The Animashauns. The Shekonis and their lovely families‟ who in one way or the other have been there and have continually prayed for my success. God bless you all My appreciation similarly goes to the Head of Department of Education Foundations, Dr Kamulegeya Siraje a truly kind and hardworking man. I also appreciate my academic supervisor Dr Vincent Kayindu whose guidance, dedication and encouragement kept me on track, thanks and God bless you sir. I sincerely appreciate Dr Tindi Seje, Dr Ssemugenyi Fred, Dr Kibuuka Mohammed, Prof Ejioma Anumaka, Dr Kiribo Joseph, Dr Sarah Nabiccu, Dr Sofia Kazibwe, Dr Manuel Sumil, Dr Malinga and Dr Tamale all of whom I have had direct contact with and who have impacted me during this program. I say a big thank to you all. Loving thanks to my friends/colleague/learning partners, Joseph Ogeregere, Wakala, Ethel, Agatha, Hadejia, Richard and Kisha who played such important roles along the journey.

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TABLE OF CONTENT

DEDICATION…………………………………………………………………………………... i DECLARATION……………………………………………………………………………….. ii APPROVAL……………………………………………………………………………………. iii ACKNOWLEGEMENTS……………………………………………………………………… iv TABLE OF CONTENT…………………………………………………………………………. v LIST OF TABLES………………………………………..…………………………………... viii ABSTRACT …………………………………………………...………………………………..ix

CHAPTER ONE………………………………………………………………………….…... .1 1.0 INTRODUCTION……………………………………………………………………………1 1.1 Background of the Study …………………………………………………………………….1 1.1.1Historical Perspective……………………………………………………………………….1 1.1.2 Theoretical Perspective …………………………………………………………………....1 1.1.3Conceptual Perspective ……………………………………………………..……………...2 1.1.4 Contextual Perspective ………………………………………………………………….....3 1.2 Statement of the Problem …………………………………………………………………....4 1.3 Purpose of the Study ………………………………………………………………………...4 1.4 Research Objectives………………………………………………………………………… 4 1.5 Research Questions ………………………………………………………………………….5 1.6 Hypothesis …………………………………………………………………………………...5 1.7 Scope of the Study………………………………………………………………………….. 5 1.7.1Content Scope ………………………………………………………………………………5 1.7.2 Time scope …………………………………………………………………………………6 1.8 Significance of the Study ……………………………………………………………………6

CHAPTER TWO ………………………………………………………………………….…...7 LITERATURE REVIEW ……………………………………………………………………..7 2.0 Introduction ………………………………………………………………………………….7 2.1 Theoretical Review………………………………………………………………………….. 7 2.3 Conceptual Framework……………………………………………………………………....8

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2.4 Related Literature ……………………………………………………………………………8 2.4.1 School Inspection…………………………………………………………………………. 9 2.4.2 Discipline …………………………………………………………………………………15

CHAPTER THREE ………………………………………………………………………….24 RESEARCH METHODOLOGY …………………………………………….……………...24 3.1 Research Design…………………………………………….………………………………24 3.2 Research Population ………………………………………………………………………..24 3.3 Sampling Procedure and Sample Size……………………………………………………... 24 3.4 Sampling Strategies………………………………………………………………………... 24 3.4 Sample Size………………………………………………………………………………... 25 3.5 Research Instruments……………………………………………………………………… 25 3.6 Validity and Reliability of the research instruments……………………………………….. 26 3.7 Data Gathering Procedures………………………………………………………………….26 3.8 Data Analysis ……………………………………………………………………………….27 3.9 Ethical Considerations……………………………………………………………………... 27 3.10 Limitation of the study…………………………………………………………………… 28

CHAPTER FOUR…………………………………………………………………..………... 29 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA ……………………29 4.0 Introduction…………………………………………………………………………………29 4.1 Profile of the respondents…………………………………………………………………...29

CHAPTER FIVE ……………………………………………………………….…………….43 DISCUSSION, CONCLUSIONS AND RECOMMENDATION ………………………….43 5.0 Introduction………………………………………………………………………………... 43 5.1 Discussion.………………………………………………………………………………….43 5.1.1 Objective 1………………………………………………………………………………..43 5.1.2: Objective 2: Teachers‟ discipline ………………………………………………………..47 5.1.3: Objective 3: ……………………………………………………………………………...48 5.2 CONCLUSION…………………………………………………………………………… 50

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5.3 RECOMMENDATIONS …………………………………………………………………..50 5.4 AREAS FOR FUTURE RESEARCH …………………………………………………….51 REFERENCES ………………………………………………………………………………...52 APPENDICES………………………………………………………………………………..... 65 APPENDIX I: QUESTIONNAIRE FOR TEACHERS……………………………………….. 65 APPENDIX II: Table for determining sample size from a given population by Morgan and Krejcie); adopted from Amin (2005)…………………………………………………………... 70

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LIST OF TABLES

Table 3.1 showing sample selection…………………………………………………………… 25 Table 3..2 : Mean ranges on which level of supervision and teachers‟ discipline based …...…...27 Table 4.1: Showing profile of respondents (n=453) ………………………………………...….29 Table 4.2 showing the magnitude of private school inspection in Kampala district…………... 31 Table 4.3 Showing how supervision is generally not done properly …………………………...34 Table 4.4 Showing Teachers‟ Level of Discipline in Private Secondary Schools, Kampala District ………………………………………………………………………………………….35 Table 4.5 Showing relationship between school inspection and teachers‟ discipline in private secondary schools in Kampala district, Uganda ……………………………………………….41 Table 4.6 Showing the factors which influence teachers‟ discipline so much………………… 41 Table 5.1 Summarizing the reasons cited for low magnitude of private secondary school inspection ……………………………………………………………………………………….43 Table 5.2 Reasons cited by oral informants for teacher‟s good discipline…………………….. 47 Table 5.3 Reasons cited for little influence of school inspection on teachers‟ discipline ……...49

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ABSTRACT

The current study was carried out in 28 private secondary schools in five divisions of Kampala district, Uganda namely Nakawa division, Rubaga division, Kawempe division, Kampala central division, and Makindye division. It was carried out to establish the magnitude of private secondary schools‟ inspection in Kampala District; to establish the level of teachers‟ discipline in private secondary schools in Kampala District; and to establish the relationship between private secondary schools‟ inspection and teachers‟ discipline in Kampala District, Uganda. A descriptive cross-sectional survey research design taking quantitative and qualitative approaches was used in this study. It was survey because of a large number of respondents involved in the study. A sample of 453 teachers was used, it was got using the Morgan and Krejcie (1970) method of determining the sample. The quantitative data on objective one and two were analysed using arithmetic mean and the data on objective three was analysed using the Pearson linear correlation coefficient. Qualitative data were analysed using percentage distribution. The findings indicated that the magnitude of private school inspection in Kampala district is low given the grand mean of 2.04. Thus, the inspectorate department has not done much to inspect private secondary schools. Inspectors of schools are few, Inspectors spend more time with head teachers than teachers, some inspectors are corrupt, some tell head teachers in advance the day they would come to inspect. Also, teachers‟ level of discipline is high given the mean of 2.59. Thus on average, teachers in private secondary schools are good in terms of performing their work; interpersonal relations and moral fibers. It was also found out that there is no significant relationship between school inspection and teachers‟ discipline given the p-value of 0.07; instead, it is other factors such as remuneration, working conditions, head teacher-teacher good relations, and implementable school rules and regulations which highly account for teachers‟ discipline. It was concluded that despite the huge budget allocated to the Education Ministry in Uganda, school inspection in Kampala district private secondary schools is poor. Generally, teachers in private secondary schools in Kampala are good, and school inspection has a small impact on the discipline of teachers in private secondary schools\ in Kampala. The following recommendations are made that there is need to strengthen the inspectorate department in all the five divisions of Kampala city by giving them more manpower and increase their remuneration; though teachers‟ discipline was found out to be good, there is need to make it better or best because a teacher is at all times supposed to be a good example to the people‟s children and must always protect their name; and since other factors such as remuneration plays a vital role in influencing the discipline of teachers, these factors should be looked into by improving them so that teachers‟ discipline improves more.

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CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the Study Inspection is one of the processes by which schools achieve acceptable standards of performance and results (Wanjohi, 2011). It is the tool of quality control in the school system and a phase of school administration which focuses primarily upon the achievement of appropriate expectation of educational system (Peretomode, 2004). Whereas the schools are supposed to be managed by professional teachers and whereas the classroom teachers are supposed to be professional thus understanding their duties and responsibilities, due to social, political and economic challenges, the head teachers and classroom teachers may at times fail to abide by the Government Standards and policies, thus the importance of educational institutional supervision needs to be emphasized.

1.1.1 Historical Perspective

The importance of education has over the centuries been emphasized. Renown educators such as Plato, Quintilian, Ignatius Loyola, Comenius, John Locke, Rousseau, Pestalozzi, Herbert, Froebel, Montessori, Dewey, among others, have emphasized among other things, the importance of giving sound education to citizens (Rusk, 1985).For education to be sound, it requires among other things, inspection of the educational institutions, educators and the educatees. Foreign education as practiced in Uganda today was introduced by the Christian missionaries, the Protestants and Catholics who came in 1877 and 1879 respectively. Though the Arabs had come to Uganda earlier in 1844, they were more interested in trade than in education, the Arabs thus offered very limited education, mainly in form of the Quran schools to teach the converts of Islam the basic tenets of the Islamic faith (SSekamwa&Lugumba, 2001).

At first, education was in the hands of the Christian missionaries who established schools, the first ones being for the sons and daughters of chiefs. Not until 1914 did the Government get involved in education, set up the Department education to oversee education in the country and to ensure that all educational institutions abide by the Government educational policies. Since then, different Education Acts have come in place, for example according to the Education Act of 1970, Act 1,subsection 4, the Chief Education Officer may, by notice published in the

1 gazette, appoint any public officer to be an inspector of schools. Act 10, section 2 states that an inspector of schools may at any time, with or without notice, enter any school or any place at which it is reasonably suspected that a school is being conducted and, inspect the school or any aspect thereof including any buildings, workshop, dormitory, hostel, kitchens, and any building or property on the site of the school. The inspector of schools is also supposed to inspect or audit the accounts of the school.

1.1.2 Theoretical Perspective

This study was guided by Path-Goal theory developed by House (1971). It states that effective leaders influence employee satisfaction and performance by making their needs satisfaction contingent on effective job performance. Leaders strengthen the performance to outcome expectancy and valences of those outcomes by ensuring that employees who perform their jobs well have a higher degree of need fulfillment. Effective leaders strengthen the effort-to- performance expectancy by providing the effort information, rapport, and other resources necessary to help employees complete their tasks. This theory is related to this study in the sense that, if schools are properly and regularly inspected in their work, it is hoped that teachers‟ discipline in terms of performance and moral behavior can be good.

1.1.3 Conceptual Perspective

In this study, the dependent variable was teachers‟ discipline and the independent variable was Secondary schools‟ inspection. Inspection is whereby the officials under the Ministry of Education and Sports visit schools to check the extent to which the schools in question meet the Government minimum standards, as well as the extent to which the head teachers, classroom teachers and other employees at the school perform their expected tasks. Teachers‟ discipline means the way teachers perform their duties of (curriculum instruction, lesson plan, and scheme of work, keeping record of work, as well as the teachers‟ moral fibers. Teachers‟ discipline was looked at from the angle of their performance of work, how they relate to one another, as well as their moral fibers. Teachers relating to one another means the kind of relationship existing among teachers, how friendly they are, and the extent to which they work in harmony with one another. Moral fibers mean the way teachers conduct themselves in matters related to what

2 society considers to be right and wrong, such as in sex-related issues, the words to be spoken in public, and the kind of literature to be read and viewed.

In other words, teachers‟ performance relates to the extent to which instructors in schools adhere to their professional code of conduct.

1.1.4 Contextual Perspective

The role of the secondary school head teacher is to facilitate the implementation of the various learning programmes aimed at improving the learning situation. Teachers whether new or old in the teaching job need necessary support in implementing the instructional programmes (Wanjohi, 2011).The secondary school head teachers therefore, need to provide support to teachers. They have to be involved in their teachers‟ tasks within the implementation of the secondary school curriculum instructional programmes by overseeing what the teachers are doing with the pupils in the teaching/learning process(Al-Samarrai and Bennell, 2003).

With the advent of the National Resistance Movement (NRM) in power since 1986, educational liberalization was made stronger, such as the establishment of private schools, individual schools including many public schools charging different tuition, among others. Educational liberalization especially in terms of building schools by the private sector brought in illiterate businessmen and women who seem to have ventured into the educational field thinking that they will run schools like markets or other profit making enterprises. In that way, some of the school owners are so arrogant, rude, there are no proper systems of running their schools, they pay teachers very little salary which is not even paid in time, job insecurity is the order of the day. All this trend of events have impacted on teachers‟ discipline. Due to the rampant unemployment in the country, teachers choose to work in such schools for formality as they are looking for alternative jobs. To make matters worse, the schools are not properly inspected to address these challenges. In some instances, inspection is done but because of the rampant corruption in the country, the school owners or administrators are at times the ones who dictate that the school inspector should write in his/her inspection report (Nsimbi, 2014). In other instances, very fake schools are recommended by the inspectors for closure, but the orders from above can cause the school to be re-opened on the very day it was closed. This is because some of the school owners are rich people, politicians, army officers and are hence highly connected

3 to those in power; and even the mediocres who have fake schools also know where power lies. These inspection-related challenges and the challenging school working conditions pose a threat to the discipline of teachers in terms of performing their duties, interpersonal relations, as well as their moral fibers.

1.2 Statement of the Problem

Educators throughout the world and the governments of particular countries recognize the importance of inspecting schools to establish whether or not the particular schools conform to the Government educational guidelines, policies, as well as ensuring that the academic staff, administrative staff and support staff do their work diligently as expected. In Kampala district, despite the closeness of the schools to one another, easy means of transport to the schools by using vehicles, motorcycles (locally known as bodabodas) and bicycles, as well as the schools not being very far from the Ministry of Education and Sports headquarters, based on the allegations as per the media reports, the officials from the Ministry of Education and Sports as well as from the district Education office seem to be rarely inspecting the private secondary schools (Twesigye, 2014), and teachers‟ discipline seems to be low. The study was thus carried out to establish the truth, referring to the level of private secondary schools‟ inspection in Kampala District, Uganda and the level of teachers‟ discipline in Kampala District, Uganda.

1.3 Purpose of the Study

The purpose of the study was to investigate the relationship between private secondary schools‟ inspection and teachers‟ discipline in Kampala district, Uganda. 1.4 Research Objectives

This study was carried out: 1. To establish the magnitude of private secondary schools‟ inspection in Kampala District, Uganda. 2. To establish the level of teachers‟ discipline in private secondary schools in Kampala District, Uganda. 3. To establish the relationship between private secondary schools‟ inspection and teachers‟ discipline in Kampala District, Uganda.

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1.5 Research Questions

The study sought to answer the following questions: 1. What is the magnitude of private secondary schools‟ inspection in Kampala District, Uganda? 2. What is the level of teachers‟ discipline in private secondary schools in Kampala District, Uganda? 3. What is the relationship between private secondary schools‟ inspection and teachers‟ discipline in Kampala District, Uganda?

1.6 Hypothesis

Before going to the field to collect data, it was hypothesized that there is no significant relationship between private secondary schools‟ inspection and teachers‟ discipline in Kampala District, Uganda.

1.7 Scope of the Study

Geographically, the study was carried out in Kampala district among the private secondary schools. Kampala district is made up of five political divisions namely Rubaga division, Kawempe division, Makindye division, Nakawa division, and Kampala central division. Kampala district was chosen because it is a cosmopolitan city with teachers from different socio-economic backgrounds who live in far different geographical environments. In addition, Kampala district has many private schools next to Wakiso district and the schools are close to one another, there is easy means of transport to the schools by using vehicles, motorcycles (locally known as bodabodas), and bicycles, as well as the schools not being very far from the Ministry of Education and Sports headquarters, and from the respective Divisions, hence it was hoped that inspection of such schools would be easy.

1.7.1 Content Scope

This study focused on the inspection of private secondary schools by the officials from the Ministry of Education and Sports; as well as the discipline of teachers. Whereby teachers‟

5 discipline was looked at from the angle of their performance of work, how they relate to one another, as well as their moral fibers.

1.7.2 Time scope

The study was conducted between May 2017 and August 2017. During this period, data was collected, edited, analyzed, interpreted and then the final thesis was written.

1.8 Significance of the Study

The study findings may be useful to policy makers with facts about teachers‟ discipline in private secondary, which may help the Ministry and District Education office in the planning activities.

Governments as beneficiaries of this study would become vital facilitators of campaigns for supervision and teachers „discipline and improved human resource management through supervision effectiveness. Therefore, to ensure effective teachers‟ discipline supervision is paramount to make the teacher confident and committed to provide a broad-based and balanced range of curriculum experiences to learners. The study results would provide additional suggestions to aid in the servicing the research gap on further strategies of improving supervision and teachers‟ discipline for higher pupils‟ academic achievements.

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CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter presents the theoretical review, conceptual framework, as well as the literature related to the variables of the study in question.

2.1 Theoretical Review

This study was based on the path-Goal theory of leadership, developed by Robert House. It states that effective leaders influence employee satisfaction and performance by making their needs satisfaction contingent on effective job performance. Leader strengthen the performance to outcome expectancy and valences of those outcomes by ensuring that employees who perform their jobs well have a higher degree of need fulfillment than employees who poorly. Effective leaders strengthen the effort-to-performance expectancy by providing the effort information, rapport, and other resources necessary to help employees complete their tasks. This theory is related to this study in the sense that, if schools are properly and regularly inspected in their work, it is hoped that their discipline in terms of performance and moral behavior can be good. This theory emphasizes that leaders should be supportive, directive and participative. In this regard supervision is meant to support that is showing concern increasing and creating a friendly working environment, to guide and direct by telling them what needs to be done and giving guidance, supervision is participative, through consulting with them and taking their ideas

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2.3 Conceptual Framework

Independent variables Dependent variables

School Inspection  Physical infrastructure Teachers’ Discipline  Administrative &Teaching  performance of tasks staff records  moral fibers

Extraneous Variables

 Motivation in form of pay  Role of the foundation bodies

The conceptual framework shows the relationship between the independent variable and the dependent variable. It shows that inspecting schools by the officials from the Ministry of Education and Sports, by inspecting the physical infrastructure at the school such as the classrooms, buildings in general, latrines, staffroom, kitchen, as to their quality in terms of size, neatness and physical fitness to be used; as well as the head teacher and classroom teachers‟ records, it can influence the discipline of teachers. In other words, if schools are properly inspected it can make the teachers perform their tasks well and it can make them morally responsible people. The extraneous variables reveal that inspection is not actually the only tool to guarantee teachers‟ discipline. Other factors such as the salary teachers earn and when it is paid to them as well as the role of the foundation body, can also affect the discipline of the teachers. The current study will however not address these.

2.4 Related Literature

All the reviewed literature is relevant to the current study, there are however gaps such as the following. Time lag factor. Though many studies on inspection and teachers‟ discipline have been reviewed, the studies in question were carried out several years ago. With the rapid scientific, social and technological changes in the world and in Uganda in particular, many changes

8 might have taken place. The geographical scope. Despite the reviewed studies being relevant, they were not carried out in Kampala district. This could account for the differences in the findings as seen below.

2.4.1 School Inspection

Sergiovanni and Starrat (1983) defined inspection as a set of activities and role specifications specifically designed to influence instruction. This definition was supported by Martimore and Martimore (1991) in Human Resource Module (2004), who pointed out that inspection, could be defined as a continuous systematic and purposeful two-way communication between the supervisor and the supervisees (Martimore and Martimore, 1991). From these definitions it can be seen that inspection is aimed at the improvement of instruction as well as to improve the teaching and learning activities.

According to Sergiovanni and Starratt (1998), it is supposed to be a more democratic and professional process. This redefined inspection process should involve multiple supervisory skills that are equally available to teachers and supervisors. The new redefined inspection mode embraces different configurations of teachers as colleagues working together to increase the understanding of their practice. It establishes new connection with supervisory staff developmental roles. Therefore, staff career development and supervision are joined in such a way that they are often indistinguishable.

Inspection is designed to meet the developmental need of the school in order to maintain effective provision of updated education through the provision of sufficient as well as the updated teaching and learning resources for teachers and physical facilities that creates the updated school climate associated with improved performance (Wasanga and Kyalo, 2008). The cornerstone of effectiveness inspection is a collaborative, caring and progressive teaching and learning, which is developed in a collaborative school climate between the head teachers, teachers and learners. Supervision may be seen as a positive process for programme improvement. Whereas this is relevant, it is not clear whether or not this is what is done in Kampala private secondary schools, hence the current study.

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Hallinger and Heck‟s (1998) reviewed inspection effectiveness studies which were carried out in the period in between the years from 1980-to-1995. This review led him to conclude that the head teachers do exercise a measurable effect (supervision) on their schools‟ effectiveness and on their pupils‟ achievements, but they do so indirectly. Hallinger and Heck concluded, that the leadership provided by the head teacher exerts indirect influence on pupils‟ achievements through the secondary school climate ( Watson, Levin, & Fullan, 2004). These studies were not carried out in Kampala, hence the current study.

Jones (1993) argued that teachers might view Inspection in different ways. Whilst some of those teachers might view inspection as a positive force for school program improvement, some others might see it as a threat to their individuality. Other teachers still perceive it as a source of inspiration, assistance and support. Jones (1993) in Human Resources Module (2004) also pointed out that, unless supervision genuinely benefited the staff of the organization, there was little point in embarking on the supervision process. Therefore, the secondary school staff must feel that they are deriving some benefit from the supervisory process, rather than seeing it as a mere superficial exercise.

According to South worth, (2002), it might therefore be concluded that inspection should play a central role in the personal and professional development of teachers, as well as the development of the school at large. From the supervisor‟s activities that were associated with effective supervision in the previous literature, a considerable attention had been paid to teachers‟ role in the improvement of secondary school effectiveness (Southworth, 2002) but it also included a large body of information about leadership skills and knowledge that head teachers required for supporting and improving education in their schools. According to Koontz and O' Donnell (1982) as cited in Saitis (2000), inspection involves the art and the process of influencing individuals so that they collaboratively achieve the common school objectives. Supervision entails four basic abilities: to respond to how individuals in different situations inspire and guide the members of the organization, to create a suitable climate, and to articulate and support clear objectives (South worth, 2002). Though this is related to inspection, it is not clear whether or not this is what is what is obtaining in secondary schools in Kampala district, the study was thus made.

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On the other hand, Reynolds and Teddlie (2000) maintained that inspection helps achieve five elements which characterize an effective leader: stability, commitment to involving others, being instructive, providing frequent and personal control, and recruiting and replacing suitable personnel (Reynolds and Teddlie, 2000).Yet another perspective was advanced by Everard and Morris (1999). They maintained, first of all, that the effectiveness of a secondary school depends on the head teacher collaborating with the teaching staff to achieve a common and explicit vision, a timetable that is faithful to the official program of study, and frequent evaluations of pupils‟ progress with a view to improving the program of the teaching/learning process and pupils‟ achievements. Second, they said that the head teacher of an effective secondary school has a specific administrative plan of action, is reliable, creates a climate of respect, has the ability to set clear objectives and to realize them, demonstrates flexibility, and undertakes initiatives (Everard and Morris 1999). Since the authors were not specifically writing about Uganda and Kampala in particular, a study was made.

Furthermore, the head teacher who is the supervisor should show confidence, manage the secondary school finances efficiently and effectively, counsel pupils and impose discipline, he/she should have the ability to influence the members of secondary school community and to lead them to positive results, he/she should build a collection of robust information, and collaborate with pupils, parents, other secondary school personnel, and people in other institutions (Augustyn, 2001).

A variety of persons may be involved in improving classroom and secondary school instruction and they are often referred to as supervisors (Augustyn, 2001). They are in a unique position to nurture, develop, and articulate the community‟s vision of what a learning environment can and should be (Sergiovanni & Starratt, 1998). In this case the head teacher is seen as, a leader, an instructional supervisor, adviser, a public relation officer, a curriculum director, a chief education officer, a policy maker, among other titles. These titles reflect the place and the supervisory role of the secondary school head teacher in the educational processes (Augustyn, 2001).Traditionally, over a long period of time supervision had been based on hierarchical principles. The role of the teacher was to impart basic truths to children, whereas the role of the supervisor was to serve as the “inspector” to ensure the curriculum had been followed and essential skills had been learned (Ebmeier & Nicklaus, 1999). Many teachers were afraid to ask

11 supervisors for help or to seek collegial assistance for fear that doing so would expose weaknesses in their teaching, which could be reflected later in low evaluations and possible punitive actions. As Ebmeier and Nicklaus (1999) noted, supervision as an evaluation tool reduced the possibility of nurturing collegiality, collaboration, and reflective practice.

Teachers differ in their preferences and choices for supervision (Beach &Reinhartz, 2000). While there are teachers who would like to be left alone to do their job, other teachers would appreciate comments about their teaching (Augustyn, 2001).According to Glatthorn (1990), beginning teachers can also be characterized in terms of their preferences for certain kinds of supervisory practices. Most of the beginning teachers require the intensive assistance of clinical supervision. To improve instructional performance of the beginning teachers, the supervisor should also work with them in two other styles, a direct supervisory style and flexible collaborative supervisory style (Augustyn, 2001)

In any learning institution, supervision effectiveness is the basis by which the goals of the institution are attained and the supervision is taken to improve teaching and learning for the teachers and pupils (Wasanga and Kyalo, 2008). Over the years, poor performance of pupils in public secondary schools in Kenya has been attributed to ineffective supervision of curriculum instruction by secondary school head teachers at this level of education which has led pupils to search for examination miracle center in the name of cheating in the national KCPE examinations (Wasanga and Kyalo, 2008).

Stemming from the need for improved supervision of teachers is a need to develop a connection between supervision and professional development (Dollansky, 1997). The route taken in professional development should parallel teacher needs (Jonasson, 1993). Professionalism of all teachers depends on how their particular needs are satisfied. It is the purpose of administrators as supervisors to provide necessary and effective models of supervisory practice for professional development. Teachers need to have a choice among supervisory styles available for their academic growth (Glickman, Gordon, & Ross-Gordon, 2007).

Thus, personal and professional development is the outcome of the effective supervision (Oja & Reiman, 1998). According to Glickman (1992) without a strong, effective, and adequately staffed program of supervision, an effective school is unlikely to result. Supervision can be

12 defined as “the glue of a successful school” (Glickman, Gordon, & Ross-Gordon, 2007). Supervision has become an integral component and process in the operation of schools (Sergiovanni & Starratt, 2002). In looking at supervision as a tool for school improvement, Goldhammer (1969) suggested that supervision should increase teachers „willingness and ability to supervise themselves and their colleagues. Zepeda (2003) advocated the term, “auto supervision,” to describe the ability of teachers to supervise them, and has provided the rationale for collegial, peer coaching. Supervision can be seen as analogous to teaching in that teachers wish to improve students‟ behavior, achievement, and attitudes while supervisors wish to improve teachers‟ behavior, achievement, and attitudes (Glickman1992).

In looking at supervision as a punitive weapon Zepeda and Ponticell (1998) conducted a study to determine what teachers “need, want, and get from supervision”. Their findings supported the positional power of the supervisor dominating over the inferior teacher. Blumberg (1980), in supervision and teachers: a private cold war, described the negative relationship between supervisors and teachers, describing the resentment teachers felt toward supervisors, and this resentment continues to be a major barrier in achieving benefit from the practice of supervision.

In looking at the nature of instructional supervision; various authors have defined instructional supervision in different ways. Glickman (1992) views instructional supervision as the actions that enables teachers the quality to improve instructions for students and as an act that improves relationships and meets both personal and organizational needs. Sergiovanni and Starratt (2002) describe instructional supervision as opportunities provided to teachers in developing their capacities towards contributing for student‟s academic success.

In view to provide real meaning to instructional supervision Sergiovanni and Starratt (2002) advocates for teachers involvement in instructional supervision, while Hoy and Miskel (1991) considered it as an opportunity for competent teachers to explore the ways for professional developments. It is well indicated in the clinical supervision models by Goldhammer (1969), Cogan (1973), to involve teachers in planning phase which is referred to pre-conference with teachers, followed by conference and post conference. In some schools supervisors are known to be experts in teaching and all other duties delegated to teachers, passing along judgments and advice to teacher technicians. Fullan (1998) has suggested that the supervisors will need to

13 develop a new mind-set, breaking the bond of dependency created by overload and “packaged solutions” and thinking outside the box. This is the area more research has to be done to determine to what extent this participative model is being practiced by the supervisors. In view of the above facts it‟s necessary to study the level of supervision and teachers‟ discipline in public secondary schools in Kampala District, Uganda.

To ensure quality control in the secondary schools, it is necessary to have both good teachers and good supervisors. The secondary responsibility of these supervisors is to see to it that high standards are maintained and that secondary schools are run in accordance to the laid down regulations. The Ministry of Education through the Teachers Service Commission appoints secondary school head teachers to improve and maintain instructional standards, through their supervisory functions (Government of Kenya, 2012).

The supervisory appointees are mainly experienced people in the teaching profession for the purpose of supervising the curriculum instruction activities (GoK, 2012). Therefore, the secondary school head teachers should routinely adopt reasonable supervisory behavior to enhance teachers‟ tasks performance in the curriculum instruction of teaching and learning process in classrooms, which constitutes the internal secondary school teacher performance appraisal process (Margulies, 2004).

The purpose of instructional supervision in secondary schools was suggested by (Peretomode (2004)) as the following: To directly influence the behavior of teachers and the employment of specific teaching/learning processes to improve the pupils academic performance, to ensure that each individual teacher within the secondary school system performs the duties which he/she is scheduled and to cooperatively develop a favorable climate for effective teaching and learning process. The head teacher‟s main task is interpretation of policy and execution of instructional programme. The secondary school head teacher is a leader counselor, a guide, a psychologist, the chief communicator and the teacher of teachers. The secondary school head teachers as instructional supervisors and administrative heads do also perform the roles and functions associated to such titles for the overall process of education system.

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2.4.2 Discipline

According to Collins English Dictionary (2003) in its original sense, discipline is systematic instruction given to disciples to train them as students in a craft or trade, or any other activity which they are supposed to perform, or to follow a particular code of conduct or "order". Often, the phrase "to discipline" carries a negative connotation. This is because enforcement of order – that is, ensuring instructions are carried out – is often regulated through punishment (Collins English Dictionary, 2003). Discipline is the assertion of willpower over more base desires, and is usually understood to be synonymous with self-control (Fowers, 2008). Self-discipline is to some extent a substitute for motivation, when one uses reason to determine the best course of action that opposes one's desires. Virtuous behaviour is when one's motivations are aligned with one's reasoned aims: to do what one knows is best and to do it gladly (Fowers, 2008). Continent behaviour, on the other hand, is when one does what one knows is best, but must do it by opposing one's motivations(Fowers, 2008). Moving from continent to virtuous behaviour requires training and some self-discipline

Self-discipline can be defined as the ability to motivate oneself in spite of a negative emotional state. Qualities associated with self-discipline include willpower, hard work, and persistence (Caforio, 2003).Self-discipline is the product of persisted willpower. Whereas willpower is the strength and ability to carry out a certain task, self-discipline is the ability to use it routinely and even automatically (as if through reflex). An analogy for the relationship between the two might be defined as follows: Where willpower is the muscle, self-discipline is the structured thought that controls that muscle. In most cultures, it has been noted that self-discipline is the ultimate path towards success (Fowers, 2008).

Progressive discipline is a process for dealing with job-related behavior that does not meet expected and communicated performance standards (Southern, 2007). The secondary purpose for progressive discipline is to assist the employee to understand that a performance problem or opportunity for improvement exists. The process features increasingly formal efforts to provide feedback to the employee so he or she can correct the problem. The goal of progressive discipline is to improve employee performance (Fowers, 2008).

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The process of progressive discipline is not intended as a punishment for an employee, but to assist the employee to overcome performance problems and satisfy job expectations. Progressive discipline is most successful when it assists an individual to become an effectively performing member of the organization (Fowers, 2008).Failing that, progressive discipline enables the organization to fairly, and with substantial documentation, terminate the employment of employees who are ineffective and unwilling to improve(Fowers, 2008).

Typical steps in a progressive discipline system may include these. Counsel the employee about performance and ascertain his or her understanding of requirements. Ascertain whether there are any issues contributing to the poor performance that are not immediately obvious to the supervisor. Verbally reprimand the employee for poor performance. Provide a written verbal warning in the employee's file, in an effort to improve employee performance. Provide an escalating number of days in which the employee is suspended from work (Southern, 2007). Start with one day and escalate to five. End the employment of an individual who refuses to improve. Training or conditions imposed for the improvement of physical powers, self-control, etc. systematic training in obedience to regulations and authority (Caforio, 2003).

Discipline involves self-control, restraint, self-respect and respect for others. Therefore a disciplined teacher is guided by his or her self-control, restraint, self-respect and respect for others in his or her behavior, moral and social principles and does what is right and good. The effective secondary school head teachers‟ supervisory behavior on teachers‟ performance involves the head teachers‟ discipline and dedication.

Also the head teachers‟ discipline involves his or her self-control and respect for others, as guided by his behavior, moral and social principles (Edem, 1998). Discipline is one of the important criteria in knowing the worth of a teacher, because in Nigerian secondary schools, the problem of discipline is a cankerworm that has eaten deep into the fabric of the Nigerian society (Edem, 1998).

A study by Margulies (2004) on secondary school teachers‟ discipline in Nigeria, found that pupils were undisciplined due to drug abuse and there were many reports of increase in examination malpractices among pupils. In addition even some teachers were accused to have assisted the pupils in taking their examinations. In most secondary schools, teachers came to the

16 schools late as 9.00 am and left as early as 2.00 pm (Margulies, 2004). Most of the secondary school teachers studied by Margulies (2004)were very poor in maintaining teachers‟ discipline as they no longer taught effectively because their minds were elsewhere in their private businesses. Nevertheless, some of the secondary school head teachers were found to have failed in their supervisory roles because they could not control or check decadence among their teachers because they also had their share of indiscipline behavior too (Margulies, 2004).

On secondary schoolteachers‟ discipline in Nigeria, Margulies (2004)found that the teachers‟ tasks performance in secondary schools was significantly dependent on the capacity of the secondary school head teachers‟ supervision effectiveness where the head conducts adequate and valuable supervision, invalidates the teachers‟ discipline in record keeping and use of teaching aids in curriculum instruction.

The events in most public secondary schools in Kenya reveal that there are increased cases of indiscipline among teachers (Wasanga and Kyalo, 2008) such as: lateness to school, non- preparation of lesson notes before attending to a class, examination malpractices, failure to mark pupils‟ notebooks, non-entry and completion of the secondary school‟s academic records of work, turning of classrooms into story telling places and turning of secondary school environment into mini-market places. They continue to note that most of these teachers have developed lukewarm attitude towards their teaching designated job duties. This moral laxity among teachers has resulted into lack of zeal and commitment to their tasks performance (Wasanga and Kyalo, 2008).The secondary school head teachers‟ supervisory behavior on performance also calls for his discipline and dedication (Southern, 2007). Discipline involves self-control, and respect for others, disciplined teacher is guided in his behavior, moral and social principles and does what is right and good (Edem, 1998). It is true that discipline is one of the important criteria in knowing the worth of a teacher, because in Nigerian secondary schools, the problem of discipline is a cankerworm that has eaten deep into the fabric of the Nigerian society. Some secondary school head teachers in the secondary schools cannot check decadent among pupils and teachers because they have their share of indiscipline behavior. Teachers no longer teach their pupils effectively as they go after their private businesses. Olajide (2006) observed that a disciplined teacher was able to discipline his pupils and they perform well academically. Secondary school authorities need to control their pupils in the

17 system through secondary school rules and regulations. Secondary school officials often try to justify their control of pupils on the ground that they are empowered to act (Nakpodia, 2006).

Supervision of teachers‟ discipline should be viewed as one of those processes in public secondary schools that aim at enhancing the teachers‟ productivity through mutual interaction between the supervisor (head teacher) and the teachers (Coens &Jenkins, 2010). The feedback provided during and at the end of supervision process is vital in informing all those involved in the secondary school about what ought to have been done in order to map the way forward (Askit, 2000).

Evaluation is important to judge the overall effectiveness of education and whether or not it deserves to be improved (Kimani, 2007). The likelihood of an inspection is sensitive to performance of secondary schools in Kenya (Kimani, 2007). There has been evidence of upward trend performance per district attributed to the importance of evaluation and monitoring initiatives of educational programmes in enhancing provision of quality education in Kenya. First before evaluation districts with below average test scores have almost 10% more inspections than districts with above average test score (Kimani, 2007). Second, following an inspection, secondary schools tend to improve. Districts with a high percentage of inspections have their test scores increase by an average of 3 points compared with districts with a low percentage of inspections (Patterson, 1987).

Monitoring and Evaluation (M&E) are essential components of successful pedagogy and academic performance (UNESCO, 2005). The M&E programs of the MoE enable district quality assurance and standards officers (DQASOs) to take stock of levels of curriculum implementation achievements attained and that of the attainment of secondary school objectives. Evaluation also entails ensuring quality teaching-learning materials and secondary school environment (Kimani, 2007).

In Kenya there are also claims that there has been the lack of adequate time for evaluation of curriculum instruction in the public secondary school education sector especially after the inception of FPE policy (GoK, 2012). Due to inadequate inspectors the DQASOs some of the public secondary schools go even through 3 year-cycles without any of the field officer(s)

18 visiting them. Therefore, there has been no effective monitoring and evaluation program of curriculum implementation in such secondary schools (UNESCO, 2005).

In a study by Moolenaar (2010), when a teacher indicated a relationship (discuss work) with the colleagues, this teacher was said to be „seeking‟ a relationship from the teacher who is „seeking‟ the relationship to the teacher colleague who is „being sought‟. Apparently, the teachers maintain much more relationships around „discussing work‟ than friendship relationships.

As such, the social network around „discussing work‟ is denser than the network around friendship. Moreover, in the friendship network among teachers, male educators are found to be more densely connected than female educators. Insights in these different types of networks may facilitate the use of social networks as a meaningful tool to contextualize and target teacher interaction in support of teacher development and school improvement (collaborative practices, networked learning, and professional learning communities).

A developing set of studies in organizational literature is focusing on how attributes of individuals such as personality traits and individual demographics affect their social network (Burt, Jannotta, & Mahoney, 1998; Mehra, Kilduff, & Brass, 2001),and how individuals select others to engage in relationships (Kossinets & Watts,2006; McPherson, Smith-Lovin, & Cook, 2001). Several network studies have suggested that networks are at least in part shaped by demographic characteristics of individuals, their dyadic relationships, and the larger context (Ibarra, 1995; Lazega & Van Duijn, 1997).

Recent research in education indicates that the pattern of social relationships among educators is dependent on demographic characteristics of teachers, such as gender, grade level, working hours, formal position, and experience (Moolenaar, 2010; Daly et al., 2010; Heyl, 1996). For instance, teachers who teach upper grade tend to engage more in interpersonal relationships around work discussion than lower grade teachers. Similar to research in other settings (Mehra, Kilduff, & Brass, 1998), female teachers tend to seek more relationships, and male teachers tend to be sought more for relationships. Full time employed teachers are being sought for fewer relationships than part time employees, which may be related to the amount of coordination that is needed to effectively „share‟ teaching responsibility among multiple teachers.

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Surprisingly, older teachers and educators with more experience are being sought for fewer relationships around work related discussion than younger and less experienced teachers (Moolenaar, 2010). In addition, educators tend to seek relationships with educators with the same gender and from the same grade level, thus evidencing homophily mechanisms in school teams (Moolenaar, 2010).Moreover, it appears that the longer a school team consists of the same group of educators, the more likely they are to discuss their work in interpersonal relationships. Insights in these individual, dyadic, and network level demographics.

An important underlying assumption in social network literature is that individuals‟ behavior may affect the shape and size of their social network. A type of individual behavior that has been suggested to shape social networks is organizational citizenship behaviour (Bolino, Turnley, & Bloodgood, 2002). Organizational citizenship behavior (OCB) refers to behaviour that goes beyond formal role requirements and that facilitates organizational functioning (Podsakoff, MacKenzie, Paine, & Bachrach, 2000). In the context of education, OCB is believed to be important since increasing pressure to meet new standards for school performance urges educators to go well beyond their formal role to accomplish their goals (Tschannen-Moran, 2003).

The interest in extra-role behavior in education has been reflected by a growing number of studies positively linking educators‟ OCB to various school outcomes (Bogler & Somech, 2005; Somech & Ron, 2007). OCB may facilitate creating new interpersonal relationships and deepening existing contacts because individuals who display more extra-role behavior will not only be in contact with others, it may also make them more likable (Denham & Holt, 1993; George, 1991).

In a pioneering study in 13 Dutch school teams, teachers who reported more helping behavior were also likely to report more work related and friendship relationships (Moolenaar, 2010). Yet, while significant, the effects were weak and leave to question whether there are other behaviors that may shape social relationships more strongly than helping behavior. Head teachers‟ transformational leadership behavior is another type of behavior that may shape social networks in schools. Transformational leaders aim to motivate followers by sharing a clear

20 vision for the school‟s future and attending to individual needs for professional development and intellectual growth (Bass & Avolio, 1994).

Head teachers who are recognized as transformational leaders are found to occupy more central positions in their schools‟ social networks (Moolenaar, Daly, & Sleegers, 2010). Teachers with transformational head teachers seek out their principal more often for work related and personal advice, thus enabling head teachers to exert control over the resources that are disseminated within teams (Moolenaar, 2010).

Head teachers occupy central positions and they can distribute information quicker and with more ease than less well-connected head teachers. Moreover, this information will have less chance of being modified as it passes from person to person (Moolenaar, 2010). Being close to their teachers may thus be of strategic advantage for head teachers as these increased interpersonal relationships may enable them to maximize the skills and knowledge that reside within the network (Moolenaar, 2010).

An equally significant underlying assumption of social network research is that social structure may affect individuals‟ preferences and actions, as well as organizational outcomes. Educational researchers, practitioners, and policy-makers are increasingly recognizing the potential of networks of educators to foster systemic improvement in instructional quality and student achievement. Recent educational research using social network theory has found that the pattern and content of social relationships among teachers affects teachers‟ professional development, collective efficacy, shared decision-making, schools‟ capacity to change, innovative climate, and student achievement (Daly et al., 2010; Moolenaar, 2010; Moolenaar, Daly, &Sleegers, 2010; Penuel & Riel, 2007).

Interpersonal relationships among teachers have been closely associated with trust among teachers, both in educational literature (Bryk & Schneider, 2002; Coburn& Russell, 2008; Tschannen-Moran, 2001), and social capital theory (Nahapiet &Ghoshal, 1998; Fukuyama, 1995; Putnam, 1993), Earlier positive experiences in interpersonal relationships may nurture trust by reducing uncertainty about the intentions and motivation of the other person involved in the relationship, thus increasing predictability, decreasing vulnerability, and infusing the relationship with routines (Uzzi, 1997). As such, interpersonal relationships among teachers

21 may shape a context in which trust can grow by providing a blueprint for future interactions, forming mutual expectations, and outlining the norms and values of a community (Moolenaar, 2010, Moolenaar & Sleegers, 2010).

Recent work in schools (Moolenaar, 2010, Moolenaar & Sleegers, 2010) demonstrates that the more interpersonal relationships educators maintain, the more they perceive their team as characterized by trust. Interestingly, the density of the schools‟ social networks as a whole also appeared to affect teachers‟ perceptions of trust, above and beyond the effect of teachers‟ own pattern of interpersonal relationships (Moolenaar, 2010, Moolenaar & Sleegers, 2010). This implies that the overall pattern of social relationships in the school team as a whole is as important to teacher trust as the individual web of interpersonal relationships. With regard to student achievement, the influence of social networks has not yet been unambiguously reported (Moolenaar, 2010, Moolenaar & Sleegers, 2010).

While some literature suggests that patterns often archers‟‟ interpersonal relationships directly positively affect student achievement (Daly et al., 2010, Penuel et al., 2009), other research reported positive indirect effects (Moolenaar, 2010). Finally, a recent line of research has focused on the extent to which the structure of reform-related networks may affect the success of reform initiatives and suggests that the network of teachers‟ interpersonal relationships can support and constrain the uptake, depth, and spread of reform implementation in the schools (Daly & Finnigan, 2010; Daly & Finnigan, 2011; Daly et al., 2010; Daly &Moolenaar, 2010).

According to Collins English Dictionary (2003) moral values are defined as the standards of good and evil, which govern an individual‟s behavior and choices. Individual‟s morals may derive from society and government, religion, or self. When moral values derive from society and government they, of necessity, may change as the laws and morals of the society change.

In particular cases where the teachers cannot be effectively disciplined by their supervisors for unacceptable behavior (absenteeism, lateness, poor teaching, and abusive behaviour towards pupils), there has been a cause for concern for the secondary school managements because it is very difficult to dismiss them and pay and promotion are largely unrelated to actual performance (Gichura, 2009).

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The salary scales for both secondary and secondary secondary school teachers are often very flat with very small salary increments awarded on the basis of seniority/experience, or the differentiation between supervisor and assistant teachers with little or no link with actual teachers‟ work performance (Gichura, 2009). The salary administration is also poor in most countries. In particular, late payment of salaries is very common (Ainscow, 1995).

However, where the teachers‟ pay is very low, there is normally the de facto recognition in the „labour processes‟ that the work has to be organized in such a way that it enables teachers the autonomy to generate additional income (Bennell et al, 2004). In most of the schools the managers also engage in these „economic survival‟ activities (Gichura, 2009). In addition there is a more generally widespread acceptance that „you (the employer) get what you pay for‟, which is not very much when the pay does not meet minimum livelihood needs of the employees (Bennell et al, 2004).

Teacher absenteeism is unacceptably high and it is still rising. The 2004 World Development Report neatly summarizes these concerns about teachers. „Cases of malfeasance among teachers are distressingly present in many settings: teachers show up drunk, are physically abusive, or simply do nothing. This is not low-quality teaching - this is not teaching at all‟ (World Bank, 2004).

The fact remains that very little robust evidence is presented to support these views and assertions concerning teacher motivation in LICs (Carr-Hill et al, 2003).In the absence of adequate information, the incidence of poor teacher motivation and misbehavior could well be seriously over-exaggerated mainly because of the pervasive negative stereotyping of teachers (especially by the media) in many countries (World Bank, 2005).

Recent studies conducted in Kenya indicate that there is a more wide spread engagement of teachers in economic survival activities .there is laxity in professional discipline and supervision Wasanga and Kyalo 2009. this situation if not redressed could lead to the production of a decaying empire of educational institutions, a community of teachers who are depressed in life since they do not find joy in their work and hence production of a generation of poor citizens from schools. This will adversely affect the government revenues intended for development since it is investment in education will not be achieved.

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CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Research Design

A descriptive cross-sectional survey research design taking quantitative and qualitative approaches was used in this study. It was survey because of a large number of respondents involved in the study. The qualitative approach was used to supplement quantitative data by providing detailed explanation of the data. Descriptive research is conducted to describe phenomena as they exist and it is used to identify and obtain information on the characteristics of a particular problem. The study was cross-sectional since the data fore establishing the relationship between the independent variable (level of supervision) and the dependent variable (level of teachers‟ discipline) were collected once at a time.

3.2 Research Population

The study targeted a population of 1,389 from58 private secondary schools in Kampala. Kampala represents a typical Ugandan district whose teachers would be a representative of the other teachers in the country.

3.3 Sampling Procedure and Sample Size

3.4 Sampling Strategies

The researcher first clustered the schools according to the foundation body, namely private secondary schools founded by individuals, business partners, and the community in each of the five divisions which make Kampala district. After that, random sampling was used to select the schools from each category (foundation body), finally 28 private secondary schools were chosen. Those were the ones that participated in the study. All these categories of private secondary schools were chosen so as not to get biased data regarding their inspection and the discipline of teachers. As for the respondents, random sampling was also used in the sense that the researcher went to the respective schools under study and just picked the teachers who accepted to participate in the study.

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3.4 Sample Size

A sample of 453 teachers was used, got from 28 schools. This was got using the Morgan and Krejcie (I1970) method of determining the sample. Sample selection was from the five divisions which make Kampala district as shown in table 3.1.

Table 3.1 Showing sample selection

No Division Schools Teachers Total sample No. from the Sample of sample the teachers 1 Nakawa 15 07 140 103 2 Kampala Central 04 02 55 48 3 Makindye 14 07 131 97 4 Kawempe 13 06 152 108 5 Rubaga 12 06 128 97 Total 58 28 606 453

Source: Kampala Capital City Authority Education Department. Note: in Kampala district, many teachers teach in several schools; some teach in as many as five secondary schools. With regard to the number of teachers therefore, there is a possibility of double counting.

3.5 Research Instruments

Data was collected using researcher-designed questionnaires which were filled by the teachers. In addition, 45 teachers were subjected to the oral interviews to get details of the issue being investigated about. The questionnaires collected data concerning the demographic characteristics of the respondents that is, their gender, age, working experience, as well as their marital status. The questionnaires were of 4-Likert scale grading of 1=strongly disagree; 2- disagree; 3-Agree; and 4=strongly agree with the given statements.

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3.6 Validity and Reliability of the research instruments:

The test-retest technique was used to determine the reliability of the research instruments. It was pretested among 19 respondents from three private secondary schools (at least six students from each school), these did not take part in the actual study. The test was carried out within an interval of three weeks to the same respondents. The content validity was ensured by submitting the questionnaire to an expert to give his judgment as to whether the instruments are valid or not, and then the content validity index (CVI) was calculated basing on the judgment. 퐶푉1 = 푅푒푙푒푣푎푛푡푖푡푒푚푠푏푦푒푥푝푒푟푡 푛푢푚푏푒푟표푓㄰푡푒푚푠

34 푐푣1 = 39 푐푣1 = 0.872I As Amin (2005) recommends, the content validity index which is above 0.7 qualifies the questionnaire to be valid, therefore, the questionnaire of the current study was very valid. 3.7 Data Gathering Procedures:

Before the administration of the questionnaires:

1. Before going to the field the researcher obtained an introductory letter (transmittal letter) from the College of Education, Open, Distance and e-learning, Kampala International University, which was taken to the respective schools and other relevant offices requesting for approval to conduct the study in the secondary schools in Kampala district. 2. Having been approved, the researcher selected five research assistants who assisted her in data collection; briefed and oriented them in order to be consistent in administering the questionnaires. All the five research assistants were graduate teachers. 3. Before administration of the questionnaires, the researcher produced more than enough questionnaires for distribution.

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During the administration of the questionnaires 1. The researcher requested the respondents to answer correctly the items that were provided and not to leave any part of the questionnaires unanswered. 2. The researcher and research assistants emphasized retrieval of the questionnaires within five days from the date of distribution to the teachers.

After the administrative of the questionnaires

After collecting all the filled questionnaires, the quantitative data gathered were entered in the computer and were statistically treated using the statistical package for social sciences (SPSS)

3.8 Data Analysis

Data will be analyzed in the following ways: 1. For magnitude of inspection and the level of teachers‟ discipline the arithmetic means were used, based on the following mean ranges as shown in Figure 1:

Table 3.2 : Mean ranges on which level of supervision and teachers’ discipline based

Mean Range Response Modes Interpretations 3.4 – 3.9 Strongly Agree Very High 2.8 – 3.3 Agree High 2.2 – 2.7 Not Sure Fair 1.6– 2.1 Disagree Low 1.0– 1.5 Strongly Disagree Very Low

2. The Pearson‟s Correlation Coefficient was utilized to determine the relationship between school inspection and teachers‟ discipline in private secondary schools in Kampala District, Uganda.

3.9 Ethical Considerations

1. The respondents were not required to write their names on the questionnaires.

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2. Informed consent for participation in this study was sought by requesting each of the selected teachers to accept their participation in the data collection exercise, so as to get permission to interview these teachers.

3. The respondents were assured of their identity anonymity and confidentiality of the data they will give.

3.10 Limitation of the study

The following were perceived limitations to this study. 1) Attrition/mortality in that not all questionnaires were returned completely answered; and some head teachers made the researcher move several times to them to collect the filled questionnaires. In the end, some of them filled the questionnaires hurriedly, thus a possibility of not having been so accurate in what they filled. 2) Uncooperative behavior of some respondents and those who seemed reluctant to give information. This was realized among the first respondents of a school the researcher went to, as some teachers thought that asking them to rate themselves on discipline issues could be a way of tricking them which could make them be expelled from school. Having realized this, the researcher and his assistants addressed the teachers about the purpose of the study, that it was purely for academic purposes.

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CHAPTER FOUR

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

4.0 Introduction:

This chapter presents analyses and interprets the data on the specific research objectives. Before this is done, a presentation of the respondents who participated in the study is made in table 4.1.

4.1 Profile of the respondents

Table 4.1: Showing profile of respondents (n=453)

Category: Head teachers Frequency Percentage Gender

Male 258 57 Female 195 43 Total 453 100 Age

21-30 190 41.9 31-40 170 37.5 41-50 65 14.3 51 and above 28 6.2 Total 453 100 highest professional qualifications

Masters degree 43 9.5 Bachelors degree 391 86.3 Grade 5 Certificate (Diploma in secondary Education) 19 4.2

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Table 4.1 shows the respondents who participated in the study. A total of 453 respondents participated in the study. Of the 453 teachers who participated in the study, the majority of them were male (57%), only 43%were female. This shows that in Kampala district there is gender imbalance as far as staffing of teachers in private secondary schools is concerned. As for age, the majority (41.9%) were aged between 21-30 years. It is as if preference is given to the young men and women in staffing. This could be due to the perception that young men and women are energetic, tend to be hard working, and have fewer problems than their aged counterparts.

A relatively large number, 37.5% were aged between 31-40 years; and few, 14.3% were aged between 41-50 years. Very few teachers were aged 51 years and above (6.2%). This reveals that private schools do not want to hire very old teachers, they prefer young ones.

Regarding educational qualifications, the majority (86.3%) was holding Bachelors degrees. This could be because of the in- service programmes which are currently in many public and private universities in Kampala district, this has given an opportunity to many teachers to go for upgrading. They study during the holidays. A relatively large number of teachers (4.2%) were holding masters degrees, and very few were holding Diplomas(Grade 5 Certificate). This implies that schools will soon phase out employing Grade 5 Certificate holders as teachers.

Findings.

Research objective 1: Magnitude of the private school inspection in Kampala district, Uganda

On this research objective, it was found out that the magnitude of private school inspection in Kampala district is low given the grand mean of 2.04. This means that despite the presence of the inspectorate department at the district level, the department has not done much to inspect private secondary schools in the district as shown in table 4.2.

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Table 4.2 showing the magnitude of private school inspection in Kampala district No Item Mean Interpre- tation Inspection of teachers’ attendance 1 Teachers‟ regular school attendance 2.3 2 Teachers‟ attendance to classes as per time table allocation 1.9 3 Teachers‟ participation in co-curricular activities 1.5 4 Teachers‟ attendance of staff meetings 2.5 5 Teachers‟ attendance of PTA meetings 2.0 6 Inspection of teachers‟ files 3.0 Average mean 2.2 Low Inspection of teaching 7 Availability of scheme of work 2.0 8 Availability of daily lesson plans 1.9 9 The validity of daily lesson plans and scheme of work as per the 1.8 syllabus 10 Concurrence of lesson plans and the syllabus 1.5 11 The relationship between the subject and the lesson plans 1.5 12 The level of lesson plans and the level of the learner‟s ability 1.6 13 Availability of teaching aids relevant to the lesson presentation 1.8 14 Relevance of the teaching aids to the lesson procedure 1.8 15 Whether the teaching aids is complex for the learners or simple 1.7 in nature 16 Time of arrival and departure 1.7 17 Time of class attendance 1.5 Average mean 1.7 Very Low Inspection of Records 18 Records of pupils daily attendance register 3.0 19 Pupils personal files 3.2 20 Records of pupils academic progress 2.3

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21 Records of exam results 2.3 22 Records of pupils discipline issues 1.4 23 Records of performance of pupils in individual subjects 1.4 24 Availability and maintenance of teachers records of attendance 1.7 Average mean 2.19 Low Inspection of School infrastructure 25 School latrines/toilets 3.3 26 General hygienic conditions 3.2 27 Playground 2.5 28 School buildings 3.2 29 School library 2.8 30 Tideness of students 2.5 31 Kitchen 3.0 32 Staffroom 2.2 Average mean 2.53 High Regularity of School Inspection 33 Weekly 1.0 34 Monthly 1.2 35 Fortnightly 1.3 36 Termly 3.0 37 Very regular 1.3 Average mean 1.56 very low Grand mean 2.04 Low

On this research objective, it was found out that the level of the school inspection in Kampala district in low given the grand mean of 2.04. This means that despite the presence of the inspectorate department at the district level, the department has not done much to inspect private secondary schools in the district.

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On the five aspects of inspection namely teachers‟ attendance, teaching, records, school infrastructure, and regularity of inspection, only two elements were rated low, namely teachers‟ attendance(mean 2.2) and teachers‟ records (mean 2.19). The aspects of teaching and regularity of inspection were rated very low (mean, 1.7 and 1.56 respectively). This shows that school inspectors from the ministry of education have done poorly as far as inspecting private secondary schools in concerned. The only aspect where they have done well in inspecting schools is the aspect of inspecting schools” infrastructures such as school latrines and toilets, general hygienic conditions at the schools, adequacy and cleanliness of school buildings, kitchen, tidiness of students and staffroom .This shows that when the inspectors of schools go to inspect schools, much concern is put on schools ‟infrastructures to see whether or not they are fit for the learners to use. Unfortunately however, the inspection is not regular at all (mean 1.3), it is neither done weekly, monthly nor fortnightly but in most cases it is done termly.

Qualitative data was supplied to supplement quantitative data and it was stated by a few teachers that inspection of schools is more of a theory than a reality in the sense that the inspectors of schools are very few, usually about four in the district. there have to visit primary and secondary schools to aspect the general conditions the school infrastructures are in, as well as head teachers‟ and teachers‟ performance of their work. The inspector of schools is supposed to discuss with the head teacher and teachers of the respective schools his/her findings and observations and then make recommendations. He/she then writes a report which is sent to the district inspector of school‟s office and to the district education officer. Inspection is mainly meant for better service delivery in schools. Unfortunately, the interviewees claimed that supervision is generally not done properly in the sense as summarized in the table 4.3.

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Table 4.3 Showing how supervision is generally not done properly

ITEMS % Inspectors of schools are few 24.3 Inspectors spend more time with head teachers than teachers 15.7 Some inspectors don‟t interview students 20.6 Some inspectors are corrupt 12.6 Some inspectors only peruse through the files provided by the head teacher 17.5 Some tell head teachers in advance the day they would come to inspect 13.3

Those ways in table 4.3 indicate how inspections are haphazardly done in private schools in Kampala district. They elaborated and said that sometimes the inspectors ring head teachers in advance and tell them the day and time they would be coming to inspect the schools which makes head teachers clean the schools, make toilets look good and the entire school environment to look good. The inspector can then make a very good report what is obtaining in the particular school when actually all that in more artificial than real.

They claimed that some inspectors are corrupt in the sense that they usually accept the bribes from the head teachers so that the inspectors can write very good reports about the particular schools in question. It was alleged that once the inspector are given the bribes in form of big envelops with money inside, they at times first sit in the head teachers‟ office and they make reports and sometimes they agree on what must be in the inspectors‟ report.

One female teacher in a private school in Rubaga Division said, “This thing of school inspection helps schools too little to Improve in the sense that it is full of corruption ... many of the inspectors are young men and women who seem to be having very little care for our education standards. We rarely see them at school and when they come they enter the head teacher’s office, take tea and within a few minutes they go way…. Probably they see corruption among the top government officials and they decide to emulate that”

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Other challenges related to school inspection realized by the interviewees were inspectors being few as reported by 20.3% of the interviewees, inspectors are spending more time with the head teacher than with the teachers who would actually tell them what is exactly on the ground (as reported by 15.7% of the interviewees, inspectors not interviewing students (as reported by 20.6% of the interviewees; some inspectors of schools only perusing through the files provided by the head teachers( as reported by 17,5% of the interviewees. All this together points to poor school inspection in Kampala district).

Objective 2: Teachers’ Level of Discipline in Private Secondary Schools, Kampala District

On this research objective, the findings indicated that teachers‟ level of discipline was high given the mean of 2.59. This means that on average, teachers in private secondary schools are good in terms of performing their work; interpersonal relations and moral fibers. The details are shown in table 4.4

Table 4.4 Showing Teachers’ Level of Discipline in Private Secondary Schools, Kampala

District

NO ITEMS MEAN INTERP- RETATION Discipline on performance of work 1 Always ensure good classroom control 3.5 2 Do revise work with the pupils 3.0 3 Mark pupils work 3.6 4 Keep my work records 3.5 5 Give guidance and counselling to pupils 3.4 6 Guide students in extra curricular activities 2.4 7 Prepare schemes of work 2.3 8 Prepare lesson plans 1.8 9 Keeps record of students‟ bio data 2.0 10 Know students by names 2.1

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Average Mean 2.76 High Discipline on interpersonal relations 11 Meet other teachers to discuss issues affecting the school 2.4 12 Contribute to the sharing of meals fund e.g., tea, breakfast, lunch 2.5 13 Assist others in matters related to different subjects. 2.5 14 Share responsibility for school academic activities and co-curricular 2.6 activities 15 Share on matters related to welfares 2.4 17 Am a member of welfare organization under the school umbrella 2.7 18 Arbitrate amongst ourselves when disputes arise 2.6 19 Contain my pride and hunger to give room for mutual 2.6 understanding 20 Accept and respect others opinion on matters related to school and 2.7 staff welfare Average Mean 2.55 High Discipline on moral fibres 21 In this school teachers don‟t speak vulgar words 2.4 22 In this school teachers don‟t watch pornography on their mobile 2.2 phones 23 In this school teachers do not have sexual relations with students 2.6 24 In this school teachers do not have sexual relations with colleagues 2.5 25 In this school teachers do not borrow money from students 3.2 26 Teachers do not collect money from students and later misuse it 3.0 27 Teachers do not come to school when they are drunk. 3.5 28 Teachers do not rape female students 3.6 29 Teachers do not sneak out of school to attend to their personal 1.6 businesses Average Mean 2.46 High Grand Mean 2.59 High

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According to table 4.4 which reveals the quantitative data of teachers‟ discipline, teachers are good on all the three aspects which form their discipline for example on the aspects of performance of their work, teachers scored highly on seven aspects out of the ten. The three aspects where they admitted they were weak or lay were the issue of preparing lessons plans (mean 1.8) which means that many teachers don‟t prepare lessons plans though they usually prepare schemes of work. Many teaches also do not keep records of students‟ bio data which according to qualitative data was attributed to the thinking that keeping students‟ bio data was a work of a class teacher or school management (head teacher, deputy head teacher and director of studies) .

Also, many teachers acknowledged that they don‟t know their students by names (mean 2.1). On this note, one teacher in a private school in Makindye division which has universal secondary Education program (USE) (despite being a private school) said, “In this, school we have many USE students with large number of them being un ruly, some even take marijuana and others attend lessons as they wish… they can even spend several days without coming to school and our bosses don’t want us to blame them because they are the customers who bring money which pays us. In such a scenario, how can we be motivated to know each of them by name?”

Regarding interpersonal relations, the average mean of 2.55 implies that teachers in private secondary schools are doing well in being in harmony with their colleagues. For example, they meet their colleagues and discuss issues affecting the school (mean 2.4). This, according to qualitative data is usually done through staff meetings. However, in these staff meetings as an avenue for interpersonal relations and improving teachers‟ performance, some teachers were skeptical about their value. The interviewees claimed that staff meetings in private schools are held for formality, that in most cases the school owners and founders have their interests which they want to further through those meetings. They come in the meetings with their already pre- conceived decisions. A male teacher in a private secondary school in Kawempe division said, “In private schools we attend meetings for formality. Many teachers have learnt this and when they attend the meetings they do not say much otherwise one can losetheir job if you say much

37 or complaint; and besides, one’s talking may not help to improve the situation especially in the private schools founded by individual business men and women”

Other areas in which teachers scored highly were contributing money for condolence for colleagues (mean 2.5); socializing during break and lunch (mean 2.5),respecting others‟ opinions (mean 2.7), among others. According to qualitative data, the idea of interpersonal relations promotion was reported more in religious-founded secondary schools than in the individual and partnership founded private schools. In two catholic founded private secondary schools in Rubaga division, one for only girls and another one mixed, the teachers reported that interpersonal relations were excellent. They gave an example that when a teacher loses his close relative such as a parent, spouse or a child, a school bus is provided to take teachers and students for burial and the school pays the expenses and condolences of shs 100,000 to the bereaved family; and that in a circumstance of a person losing a distant relative, the school does not come in to help, instead one is helped by colleagues and they said colleagues generally respond positively on this issue.

In the individually founded private schools however, the matters are generally different. Three teachers in two secondary schools located at Kabowa (Rubaga division) said that in such schools employers do not care. They do not even want teachers to have associations for fear that teachers can gang up or can connive with students to gang up against the fake school administrators and owners. One teacher said, “In this school even if your child is dying you cannot get any help from the school. The best the head teacher can do for you is direct you to a private money lender to lend you money at the interest of 20-30% per month… those are the people we are working for; something which kills our morale, but because we are professional people we continue working since the children we are teaching are innocent”

Regarding the moral fibers of teachers, they were found out to be good given the average mean of 2.46. By implication therefore, teachers in private secondary schools in Kampala district are morally responsible. They for example dress decently (mean 2.6), do not have sexual relations with students (mean 2.6), do not have sexual relations with colleagues (mean 2.5) do not borrow money from students (mean 3.2), do not rape female students (3.6). These arithmetic means are

38 however not to the maximum of 4.00 which implies that there are few teachers who do these immoral and un-professional practices of having sex with students, with colleagues or even forcing girls in sex. This was collaborated with qualitative data when a male teacher in one school located in Kawempe division said, “ Due to human nature, some teachers have sex with students and this is common among the flesh graduates who tend to see these girls especially of S.5 and S.6 as the best partners for them since the age difference is small. Imagine some teachers finish the campus at the age of 21 and some of the students are aged 18. This sometimes makes the fresh graduate teachers have sex with them and to make matters worse, sometimes it is the female students who entice them by for example sitting provocatively in class since they see these young teachers as their prospective future husbands.” He claimed that many teachers‟ wives were their former students which proves that teacher-student sexual relations usually take place.

As for the issue of teachers- colleague sexual relations, the interviewees said that though it is professionally not allowed for fear that it can create indiscipline among the learners as well as making the lovers fail to concentrate at work or to hate each other terribly when the relationship goes sour, they said that some people are in love with their colleagues at work especially the male teachers on staff and the female school teachers in the making who are doing school practice. They said that they are mature people above 18 years of age and according to the law of Uganda fornication is not an offence for the adults. The interviewees concluded that though it is not very common, the fact is that some teachers have sex with their colleagues at work and to make matters worse, some of them are married men and women.

A certain male teacher in kawempe Lugoba area said, “I am a Muslim, my religion allows me to marry up to four wives. Honestly we usually get these wives from the places of work and although Islam does not allow sex with a person one has not yet married, it is practically impossible to marry a person one has not had sex with …..Because of this, sex with colleagues or even students at the places of work is sometimes inevitable.”

Qualitative data revealed that whereas many teachers do not speak vulgar words (mean 2.4) and whereas some teachers do not watch pornography on their smart phones (mean 2.2), the fact

39 that these arithmetic means are not to the maximum of 4.00 shows that there are some teachers who do these immoral things that is, talking obscenity and watching pornography on their smart phones. This was proved further during the oral interviews when three male teachers who seemed to be in the age bracket of 23-26 said that there are some subjects such as Christian Religious Education in the paper of Christian Living Today; and Christian Approaches to Social and Ethical Issues and Luganda A-level paper Two in the paper of Ebyobuwangwa (Kiganda Culture) where, following the syllabus, they usually teach about sex, marriage, cultural practices like “ dancing” twins, elongating the labia (“visiting the bush” ritual among females),virginity among others, that in such topics obscenity is inevitable and that students love such topics so much partly because of that. They even said that some teachers when they are with colleagues in the staff room they at times use obscene languages and watch pornography on their smart phones with colleagues which makes them laugh a lot. They said, “You can hear teachers laughing in the staffroom and you think they are laughing over an important issue yet they are laughing because of what they have seen on smart phones e.g men‟s thick “pipes” (sexual organs), bummy women with huge boobs (breasts) and in that way life moves on even if teachers have financial-related challenges”.

Objective 3: Relationship between school inspection and teachers’ discipline in private secondary schools in Kampala district, Uganda

On this research objective, the findings indicated that there is no significant relationship between school inspection and teachers‟ discipline given the p-value of 0.07. This means that schools inspection does not influence teachers‟ discipline much. This is shown in table 4.5

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Table 4.5 Showing relationship between school inspection and teachers’ discipline in private secondary schools in Kampala district, Uganda

Items correlated r-value P=value Type of relationship School inspection activities Vs 0.43 0.007 Insignificant Teachers‟ discipline relationship

According to the table 4.5, the relationship between schools inspection and teachers‟ discipline is not significant. By implication, inspecting schools by the officials from the ministry of Education and Sports has a very small impact on the discipline of teachers, thus implying that teachers‟ discipline with regard to performance of their work, interpersonal relations, as well as their moral fibbers is caused by other factors. According to qualitative data, these other factors which greatly influence teachers‟ discipline are summarized in table 4.6 as responses from interviewees.

Table 4.6 Showing the factors which influence teachers’ discipline so much

Item % Remuneration 40.3 Working conditions 35.2 Head teacher-teacher good relations 10.7 Implementable school rules and regulations 13.7

According to the table 4.6, teachers „remuneration was reported by the majority of the interviewees (40.3%) as a determinant of teachers‟ discipline. One respondent for example said, “How do you expect me to work diligently on an empty stomach? Some teachers go to an extent of borrowing money from student who comes from rich families because some head teachers spend several months without paying them, but if I get my money promptly and more so when the money is reasonable, I can work diligently with all my heart.”

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The second highly rated factor influencing teachers‟ discipline was the issue of working conditions as reported by 35.2% of the teachers. A relatively large number of interviewees reported that if a teacher is working in an environment with beautiful buildings, clean and tidy classes, staff room, compound, toilets, having enough text books, being housed at school and the houses are spacious with power and water, that it can improve teachers‟ discipline. A teacher in a school in Nakawa division said, “Take an example of our neighboring schools Uganda Martyrs s.s Namugongo and Sseeta High School where teachers are usually given loans to buy cars, buy land and build houses, what kind of teacher can fail to work hard and do whatever is required of them under such conditions? Moreover in addition to the loans, teachers are housed by the schools, those who have personal houses are given transport money… this even explains why students in those schools are performing so well since their teachers are contented.”

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CHAPTER FIVE

DISCUSSION, CONCLUSIONS AND RECOMMENDATION

5.0 Introduction

In this chapter, a discussion of the findings on the specific objectives is given, conclusions and recommendations are made based on the findings of the study.

5.1 Discussion

5.1.1 Objective 1

On this research objective, the findings were that private secondary school inspection in Kampala district by the officials from the Ministry of Education and Sports was low. In other words, the officials in the inspectorate department at the district level take long to inspect schools and when they visit schools for inspection they normally do the work haphazardly (according to the oral informers in the private schools which participated in the study).

Whereas the inspectors of schools were not among the respondents of the study for fear that they would give biased information, the teachers were intervened on this subject of school inspection. The reasons they cited for low magnitude of school inspiration were summarized in table 5.1.

Table 5.1 Summarizing the reasons cited for low magnitude of private secondary school inspection

Item % Limited logistical support 20.6 Corruption in the education field 23.2 Limited number of inspectors 25.4 Mafias in the education field 30.8

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The majority of the teachers (30.8 %) said that the field of education has been invaded by mafias. They elaborated that some government officials, army officers and highly connected businessmen have private schools; that though the owners of these schools are rich, some of their schools have gaps in them such as the dormitories of students not being to the standards recommended by the Ministry; having toilets which are not flushing well, Students not having access to games and sports; not having proper records of teachers and school finances (that some of them have divergent records; a proper record for themselves and the false ones they submit to the government so as to evade taxes and remitting of workers‟ contributions to the National Social Security Fund (NSSF). In the false files there is usually under-declaring of school assets, number of teachers, students, salary paid, among others. Teachers said that these mafias are dangerous in a way that they are untouchables. Even if one reports them to NSSF for under declaration of employee salary, that person who has reported them can lose his/her job on the very day because some people in the Education Ministry and in the NSSF offices are close to those mafias, they ring the mafias and tell them who has reported the mafias. Because of this, even the inspectors of schools go slow on them. In most cases the inspectors sweet-talk to them and finally write good reports about what is obtaining in their schools, otherwise the inspectors themselves can be transferred to very remote areas or be demoted as a result of those mafias‟ influence.

A teacher in one religious founded secondary school in Kawempe asked, “Haven’t you read about a tycoon in Kampala who owns a powerful primary school and he has had a string of banks. His banks have been sold to DFU bank and he has been asked to pay 16 billion shillings to NSSF for his workers whose contributions he had not been remitting for the last ten years. Why couldn’t NSSF prosecute him in the last ten years? Doesn’t that show a foul play between tycoons and Government departments? Such people are now the one owning private schools!!!”.

On the point of limited logistical support, the oral respondents said that a school inspector is earning Government salary of Ush. 650,000- 930,000 based on his/her working experience. They said that that money is relatively little compared to the inspector‟s work of moving up and

44 down. The oral informants said it could be a reason for the work of inspection not being done well.

Regarding corruption, teachers who reported this on the conditioning of anonymity said that they have reliable information that some inspectors ring the head teachers in advance and tell them when they are coming to visit the schools, yet they are supposed to check on the schools abruptly without having informed the head teachers to prepare themselves. The informants said that this is done so that the head teachers prepare “fat envelopes" for them. In that way, when the inspectors reach the schools, they go straight to the head teachers‟ offices, take tea and receive “fact envelops” and then after a few minutes they go away. The informants said this sounds like hearsay but in reality that is what is on the ground especially in the fake private schools which would otherwise be closed on the recommendation of the inspectors of schools. The informants said this is the reason why some private schools are operating in terrible environment but they are hardly closed and when they are pronounced closed they re-open very fast because of corruption (as the oral informants stressed).

Another reason cited was that of limited inspectors. 25.4% of the oral informants said that at the district level there is one chief inspector of schools and a selected staff who assist him/her. The inspectors of schools in every district do inspect primary schools, secondary schools and tertiary institutions in their jurisdiction. The only educational institutions they do not inspect are the universities and Others Degree Awarding Institutions (such as the Uganda Management Institute and Team University in Kampala). The oral informants said this is the very reason why, according to the policy of the Ministry of Education and Sports the chief inspector of schools must have up-graded from a primary school teacher (from grade 2 or grade 3, then to grade 5 and then to degree level as his/her educational qualification) so as to be competent enough to inspect primary and secondary schools, primary teachers‟ colleges and other tertiary institutions in his/her jurisdiction. The informants said that in an area like Kampala where there are so many primary and secondary schools, the few inspectors of schools are overwhelmed with work. They said that though Kampala district has five divisions: Nakawa, Kampala Central, Rubaga, Makindye and Kawempe and each division has a department of Education, the inspectors are very few.

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These findings are not isolated. They are in line with the findings of the Ministry of Education and Sports whereby in 2007 the Minister, Hon. Kataha Janet Museveni directed a country-wide inspection of all primary and secondary schools and to recommend those to be closed. In the end, so many schools were closed until the Parliament of the republic of Uganda intervened after realizing that the schools were closed in March 2017 after the term one had started and many parents had already paid fees. The members of parliament saw it as malice and sabotage to the learners and their parents, wondering why it was not done during the holiday of January 2017. Others even queried why in Ankole region very few schools were closed compared to other parts of the country!! Some alleged that it could be a deliberate move to keep children of the poor in other parts of the country in agony as their counterparts in the “good” parts of the country are enjoying education (the Daily Monitor 28 March, 2017). By implication therefore, the Minister of Education and Sports might have cited a weakness in the inspection of schools which kept fake schools in the system and hence ordered a fresh serious inspection to be carried out in February 2017.

Parliament‟s intervention in the closure of the fake primary and secondary schools might have been done in good faith though it cannot be ruled out completely that the mafias were not behind it. As one outspoken Tamale Mirundi on Impact FM on 20/5/20017, 9.00pm-10.00pm said during this talk show, the mafias have invaded all the sectors. If the allegations are true, then it is safe to assume that they can influence some members of parliament to reject the decision of the Ministry of Education (such as that one of closing fake schools) fearing that the government might be indirectly targeting their private schools to close them for other hidden agendas purporting that they do not meet basic levels as recommended by the Ministry of Education.

As for corruption being cited as a factor hindering effective inspection of schools in Uganda, the daily monitor 16 august 2017 stressed the rot in many government departments due to corruption to the point that even some ministers receive bribes of as low as four millions Uganda shillings to aid some individuals escape being reprimanded. If a minister as was alleged can take a bribe of ush 4 million yet he is earning a monthly salary and allowances of over 20

46 million, it is doubted whether an employee earning sh. 700,000 can reflect a bribe. Thus as the oral informants claimed corruption might have gained roots in Uganda‟s department since even those who are supposed to fight it or to be exemplary are corrupt though they always deny the allegations for lack of concrete evidence to pin them.

5.1.2: Objective 3: Teachers’ discipline

On this research objective, the findings indicated that teachers‟ discipline was good given its high level as defined by the mean of 2.59.

The teachers in private schools were found out to be doing their work with devolution despite the challenges they usually meet in their work. Such challenges according to the oral informants were independent salary, delayed salary, rude and arrogant administrators, job insecurity, to mention but a few. The reason cited for the teachers being disciplined are summarized in table 5.2. Table 5.2 Reasons cited by oral informants for teacher’s good discipline.

Item % Being qualified teachers 35.2 Taking teaching as a call (vocation) 20.3 Teaching is their bread earner 24.6 Rampant unemployment 19.9

According to table 5.2, the oral informants said that teaching is a call, a vocation individual persons are called by God to serve Him and humanity (as reported by 20.3% of the respondents). It is not a business where one thinks of profits first. A teacher‟s good services as well as the learners who pass through the hand of a teacher and become successful persons is what, professionally mainly causes happiness, pride and satisfaction to a teacher. Because of this, many teachers are dedicated despite the not so good working conditions and terms of service.

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Also, (24.6%) of the teachers indicated that they have no alternative jobs, teaching is their bread earner, so they have to love it diligently. Thus the above assertions are in line with chapter 1 of the public service code of conduct and ethics for states thus, “ In the belief that the political, social and economic development of Uganda requires a leadership in the public service which has disciplined commitment to national goals and of reflecting integrity, dedication, loyalty and public accountability; and in a belief that the Uganda society wishes its public service to reflect the best moral and professional standards, the following code of conduct and ethics for the public service is adopted: discipline, integrity, dedication, loyalty, impartially, professionalism, accountability, financial and credibility”. On the issue of discipline it is stated thus, “The public officer is in a position of trust and as such he or she has a social contract requiring the highest standards of self-discipline in the service of his or her people. This places a heavy responsibility on the authorities with the service to ensure that the enforcement of discipline upholds the rights of the individual whilst at the same time it protects the society from incompetence, laziness, loose talk and corruption”. Though the study addressed private schools, the fact that all teachers are public servants implies that they are bound by this code of conduct. The findings of the study that teachers‟ discipline is generally good implies that the teachers are observing their code of conduct.

It was found out that teachers‟ moral fibers and interpersonal relations are generally good. This is in line with the assertion of chapter 1 (3) of the public service code of conduct and ethics which states that, “The public officer contracts with all the people of his or her country to deliver service with devotion and consistency to the best of his/her ability; to seek at all times to improve his or her performance by increasing the scope of his or her knowledge and skill; to avoid delay, prevarication or discrimination in the service of the public”. Whereas not all public officers observe these as claimed by many media reports that a good number of public officers are corrupt and immoral in many ways (the Daily Monitor, 16/8/2017) this study reports confidently that some teachers observe this code.

5.1.3: Objective 3:

On this research objective, it was found out that the relationship between school inspection and teachers‟ discipline in private secondary schools in Kampala district was insignificant (sig

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0.007). Thus the impact of school inspection on the discipline of teachers is minimal (small). It is instead other factors which account much for teacher‟s discipline. The oral informants were asked why school inspection has a little or small influence on the discipline of teachers and heir responses are summarized in table 5.3. Table 5.3 Reasons cited for little influence of school inspection on teachers’ discipline

Item % Inspectors rarely inspect schools 31.8 Inspectors hardly critically check teachers performance 23.6 Indiscipline cases are not reported to inspectors 20.3 Head teachers influence them (the inspectors ) 24.3

As table 5.3 indicates, the majority of the oral informants (31.8%) said that inspectors rarely visit the private schools for inspection. One teacher in a girls‟ boarding school at Rubaga claimed that she has never seen an inspector of schools at that school in the last five years. She said “probably they do not come here because this is a church founded school, well developed with all the facilities and because of that the inspectors think that everything is alright”. According to her, it is very wrong for the inspectors to just look at the beauty of the buildings and then assume that everything is ok. She gave an example of two church founded private schools in Kampala with very beautiful buildings but that in the two schools there were two notoriously known homosexuals who were surprisingly members of the foundation body; that the two schools finally in 2010 reacted and merely sent them to the foundation body‟s headquarters for counseling and to be in close vicinity of their superior. This concurs with the 20.3% of informants‟ claims that teachers‟ indiscipline cases are not reported to the school inspectors for fear that the schools can get negative publicity which can finally lead to their collapse. Other reasons cited were inspectors hardly critically checking teachers‟ performance, as well as the head teachers influencing the inspectors. All these factors added together, they cause school inspection fail to influence teachers‟ performance significantly.

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The findings of this study are in line with Twesigye (2014) who carried out a related study in Wakiso district and found out that school inspection in the district was tempered by social and economic factors. He even alleged that some inspectors ring the head teachers and ask them to take certain files to them (the inspectors) and do the analysis of the file from their offices (inspectors‟) without physically visiting the schools.

5.2 CONCLUSION

The following conclusions are hence made. 1. Despite the huge budget allocated to the Education Ministry in Uganda as well as the general out cry of poor education standards, school inspection in Kampala district private secondary schools is poor. 2. Generally, teachers in private secondary schools in Kampala are good in terms of discipline despite the challenges they face in their work. 3. School inspection has a small impact on the discipline of teachers in private secondary schools in Kampala. It is other factors such as remuneration, which highly account for teachers‟ discipline. Twesigye, P. (2014). Determinants of effective school inspection in Wakiso district. Unpublished MED dissertation, Kisubi brothers University, Uganda 5.3 RECOMMENDATIONS The following recommendations are made. 1. There is need to strengthen the inspectorate department in all the five divisions of Kampala city by giving them more manpower and increase their remuneration. 2. Though teachers‟ discipline was found out to be good, but there is need to make it better or best because a teacher is at all times supposed to be a good example to the people‟s children and must always protect their name. 3. Since other factors such as remuneration plays a vital role in influencing the discipline of teachers, these factors should be looked into by improving them so that teachers‟ discipline can improve more.

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5.4 AREAS FOR FUTURE RESEARCH Given the finding that the extraneous minable of the current study have a stronger influence on the discipline of teacher, future researchers should target them and hence carry out studies like Recommendation and teachers‟ discipline, management styles and teachers‟ discipline

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APPENDICES

APPENDIX I: QUESTIONNAIRE FOR TEACHERS

1. Indicate your gender? a) Male b) Female

2. Indicate your age bracket in years? a) Less than 25 b) 25-29 c) 30-34 d) 35-39 e) Above 40

3. Indicate your highest academic qualification?

a) Masters Degree b) Bachelors Degree c) Diploma d) Certificate

e) Untrained

4. For how long have you been teaching in secondary schools?

a) Less than 5 years b) Between 5-9 years c) Between 10-14 years d) Between 15-19 years

e) Above 20 years

1.0 For how many years have you been in the present secondary school?

a) Less than 5 years b) Between 5-9 years c) Between 10-14 years d) Between 15-19 years

e) Above 20 years

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Section III: Questionnaireto Determine the Level of Supervision of Teachers Please write your rating on the space before each option which corresponds to your best choice in terms of your qualities as a teacher. Kindly use the scoring system below: Score Interpretation Response Mode Description 4. Strongly Agree With No Doubt At All Very Satisfactory 3. Agree With Some Doubt Satisfactory 2. Disagree Disagree With Some Doubt Fair 1. Strongly Disagree Disagree Completely Poor

Questionnaire on School Inspection In this school Inspectors always check on: Teachers’ Attendance 1. Teachers‟ regular school attendance 2. Teachers‟ attendance to classes as per time table allocation 3. Teachers‟ participation in co-curricular activities 4. Teachers‟ attendance of staff meetings 5. Teachers‟ attendance of PTA meetings Supervision of teaching 6. Availability of scheme of work 7. Availability of daily lesson plans 8. The validity of daily lesson plans and scheme of work as per the syllabus 9. Concurrence of lesson plans and the syllabus 10. The relationship between the subject and the lesson plans 11. The level of lesson plans and the level of the learner‟s ability 12. Availability of teaching aids relevant to the lesson presentation 13. Relevance of the teaching aids to the lesson procedure 14. Whether the teaching aids is complex for the learners or simple in nature 15. Time of arrival and departure 16. Time of class attendance

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Inspection of Records 17. Records of pupils daily attendance register 18. Pupils personal files 19. Records of pupils academic progress 20. Records of exam results 21. Records of pupils discipline issues 22. Records of performance of pupils in individual subjects 23. Availability and maintenance of teachers records of attendance

Questionnaireto Determine the Level of Teachers’ Discipline Please write your rating on the space before each option which corresponds to your best choice in terms of your qualities as a teacher. Kindly use the scoring system below: Score Interpretation Response Mode Description 5. Strongly Agree With No Doubt At All Very Satisfactory 4. Agree With Some Doubt Satisfactory 3. Not Sure Neither Agree/Disagree Not Satisfactory 2. Disagree Disagree With Some Doubt Fair 1. Strongly Disagree Disagree Completely Poor

Questionnaire on Teachers’ Discipline Discipline on performance of work As a teacher in this school I: 1. Always ensure good classroom control 2. Do revise work with the pupils 3. Mark pupils work 4. Keep my work records 5. Give guidance and counselling to pupils Discipline and interpersonal relations As a teacher in this school I: 6. Meet other teachers to discuss issues affecting the school 7. Contribute to the sharing of meals fund e.g., tea, breakfast, lunch

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8. Assist others in matters related to different subjects. 9. Share responsibility for school academic activities and co-curricular activities 10. Share on matters related to welfares 11. Socialize on off time e.g. break, lunch and weekend 12. Am a member of welfare organization under the school umbrella 13. Arbitrate amongst ourselves when disputes arise 14. Contain my pride and hunger to give room for mutual understanding 15. Accept and respect others opinion on matters related to school and staff welfare

Discipline on moral fibres In this school : In this school teachers don‟t speak vulgar words 16. In this school teachers don‟t watch pornography on their mobile phones 17. in this school teachers do not have sexual relations with students 18. In this school teachers do not have sexual relations with colleagues 19. In this school teachers do not borrow money from students 20. teachers do not collect money from students and later misuse it 21. Teachers do not come to school when they are drunk. 22. teachers do not rape female students 23. Teachers do not sneak out of school to attend to their personal businesses

ORAL INTERVIEW GUIDE FOR TEACHERS 1. As a teacher in this school, is school inspection by the officials from the Ministry of Education and Sports done efficiently/well? What shows? What could be the reasons for that? 2. According to you, is teachers‟ discipline in terms of work performance, interpersonal relations, and moral fibres good? What shows? What could be the reasons for that? 3. According to what you observe in schools today, does school inspection really impact much on the discipline of teachers in terms of work performance,

68 interpersonal relations, and moral fibres good? What shows? What could be the reasons for that? (b) If it does not impact much on the discipline of teachers in terms of work performance, interpersonal relations, and moral fibres good, what are those elements/factors which impact much on teachers‟ discipline? How?

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APPENDIX II: Table for determining sample size from a given population by Morgan and

Krejcie); adopted from Amin (2005).

Note: N is population size S is sample size

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