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1 School Inspectionand Teachers' Discipline In 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 1 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. i 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___________________________ ii 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___________________________ iii 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. iv 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 v 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 vi 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 vii 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 viii 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
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