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Akuma Atiku Sanctus.Pdf SCHOOL BASED FACTORS AND TEACHER EFFECTIVENESS IN SELECTED GOVERNMENT AIDED SECONDARY SCHOOLS IN ARUA DISTRICT, UGANDA A Dissertation Presented to the School of Postgraduate Studies and Research Kampala International University Kampala, Uganda In Partial Fulfillment of the Requirements for the Degree Master of Education in Educational Management By: Akuma Atiku Sanctus September, 2011 DECLARATION A This dissertation is my original work and has not been presented for a degree or any other academic award in any university or institution of learning Akuma Atiku Sanctus CANDIDATE Date DECLARATION B I confirm that the work reported in this dissertation was carried out by the candidate under my supervision / ---------—-- 44,, Fauz Mulumba Fauz Supervisor .&~22~ Date APPROVAL SHEET This Thesis entitled “School based Factors and Teacher Effectiveness in selected Government Aided secondary schools in Arua District, Uganda” in partial fulfillment of the requirements for the award of the Degree of Master of Education in Educational Management and Administration has been examined and approved by the panel of oral examination with a grade of PASSED. Name and Signature of Chairman - 414 ~ Name and signature of sup- isor Name and signature of panelist Name and Sign. ure of panelist Name and Signature of panelist Date of Compressive examination: Grade Name and Signature of Director, SPGSR Name and Signature of DVC, SPGSR ABSTRACT Most Education professional agree that one of the most important factors for the promotion of learning in a school situation is the teacher who does his work in the school by interacting with students, colleagues, the school administrators and parents. The teacher also uses school facilities in the execution of their duties in order to be effective in their duties. The major problem this research has attempted to address is whether a relationship exists between school based factors and the effectiveness of the teacher. A teacher who is effective improves on the academic achievement of the students. It would be of paramount importance to have very effective teachers in schools. The research was basically a Descriptive Correlational study of the relationship between school based factors and the effectiveness of teachers in some selected Government Aided secondary schools in Arua District. The investigation has used both qualitative and quantitative approach. The qualitative approach has been used to describe the researcher’s observations during the survey. The major finding in this study is that there seems to be a high level of correlation between the reviewed school based factors and the effectiveness of the teacher. The major school based factors that have been looked at are limited to school level organisation and leadership (school administration), availability and utilisation of resources, student discipline and student attitude towards studies. Teachers seem to be more effective in an environment where school facilities are adequate, students are disciplined and have interest in learning and where the school administration is supportive of the needs of the teachers. Therefore, it is incumbent upon all the stakeholders of schools to ensure that these factors are in place for our academic achievement among the students can begin to improve. iv ACKNOWLEDGEMENTS I would like to express my sincere thanks to the KIU staff for having guided and mentored me during these two years of studies. My special thanks to Hajji Fauz Mulumba, who supervised in this research and Madame Sarah Kyolaba who was more than a mother in the process. You are a great force in our attempts to “Explore The Heights.” My thanks to Dr.Willy Ngaka of Makerere University, Kampala. I am unable to value his guidance at those moments when I was in need. May God bless you so that you can help more people in need. My special thanks to Sr. Susan Clare Ndeezo, the Head Teacher of Sacred Heart Girls secondary school in Gulu. She was the first person who encouraged me to go for this course. She has been and will continue to be a mother to me. After her I also got a lot of support from her successor Sr. Grace Aciro Otto, the current head teacher of St. Mary’s Ediofe Girls’ Secondary School. One other person not to forget is Rev. Fr. Mathias Miria the Vicar General of Lodonga Vicariate who gave me a lot of encouragement to start the course. In a special way, I would like to acknowledge the staff of Arua Diocese Guest House, Muyenga Fr. Richard Eneku and other staff like Juliet and Grace for having given me accommodation and comfort during the struggle. May God reward you abundantly. My gratitude to all the staff of St. Joseph’s College Ombaci who had to tolerate a lot due the demands this course in general, and this research in particular. You are destined for greater things in future. I would like to, in a special way thank Mr. Andrew Tumwesige who did everything he could to cover me up when I was for this struggle. My special regards to Mr. Joseph Aluma the school Librarian, who was all the time on standby for helping me in data collection. I would also like to thank some colleagues who helped me in data collection from the various schools. Finally, I would like to thank all those who gave me support morally or otherwise for the accomplishment of this task. V DEDICATION I would like to dedicate this book to my beloved wife Julie Etoru and my children Robert Wadri, Peace Ajidiru and Pauline Awaniaru who had to tolerate my absence from home for many days as I moved up and down in the course of my studies and research. vi TABLE OF CONTENTS Declaration A Declaration B Approval Sheet Ii Abstract iv Acknowledgements v Dedication Table of contents vii Chapter Page c~ ne THE PROBLEM AND irs SCOPE0 0000 no a no a no a Ca a no non oat, a a an a ann anal Background of the Study 1 Statement of the Problem 3 Purpose of the Study 4 Research Objectives 4 Research Questions 5 Hypothesis 5 Scope 5 Significance of the Study 6 Operational Definitions of Key Terms 7 Two REVIEW OF RELATED LITERATURE 8 Concepts, Opinions, Ideas from Authors/Experts 8 VII Theoretical Perspectives ~g Related Studies 10 Three METHODOLOGY 15 Research Design 15 Research Population 15 Sample Size 15 Sampling Procedure 18 Research Instrument 18 Validity and Reliability of the Instrument 18 Data Gathering Procedures 19 Data Analysis 19 Ethical Considerations 19 Limitations of the Study 20 Four FIr~DI~JGs.,,., a...aa. Respondent Profiles 21 School based Factors 23 Teacher Effectiveness 26 Relationship between school based factors and Teacher Effectiveness 28 Five DISCUSSION AND CONCLUSION Respondent Profiles 30 School based Factors 32 VI I I Teacher Effectiveness ~ Relationship between school based factors and Teacher Effectiveness 38 Conclusion 39 Recommendations 41 References 43 Appendices Appendix I - Transmittal Letter Appendix II - Clearance from Ethics Committee Appendix III - Informed Consent Appendix IV - Research Instrument Appendix V - Proposed Data Presentation Through Tables /Graphs Appendix VI - Time Frame Researcher’s Curriculum Vitae ix CHAPTER ONE THE PROBLEM AND ITS SCOPE Background of the study Globally, the evaluation of learning achievement of students in schools is measured using grades obtained in examinations. These grades have a purpose (Allen) derived from the fundamental educational psychology assessment principle of validity— the validity of what learning is being assessed and the validity of the communication of that assessment to others. However, academic achievement measured this way has shown some decline in certain parts of the world. FactSheet (2008) published an article in which the following statement was made. “Today, the United States’ high school graduation rate ranks near the bottom among developed nations belonging to the Organisation for Economic Co-operation and Development (OECD). And on virtually every international assessment of academic proficiency, American secondary school students’ performance varies from mediocre to poor”. The problem of low academic achievement is not only in USA but also in Africa. Estey (2005) says that the poor academic performance of pupils in the Shama sub- metro of the Shaman Ahanta Metropolis has been a concern for the metropolitan assembly over the past few years. The schools have shown poor performances in all public examinations. In Uganda, the National examinations results always show a trend where only schools that are situated in the Districts of Kampala, Wakiso, Mukono and other surrounding Districts. This is clear from The Newvision News paper of Friday, gUi Feb,2007 where it was stated, “Details of results from schools show Uganda Martyrs Namugongo in Wakiso with all 181 candidates in Division One, Gayaza High School in Wakiso with 168 in Division One and 10 in Division Two, Nabisunsa Girls in Mukono 193 in Division One, 16 in Division Two and three in Division Three.” 1 This picture shows clearly that Arua District is not anywhere in this competition. In the recent past certain schools in Arua District, have had quite good performance. However, this trend has changed negatively as of now. Many of the schools that used to perform well have dropped very drastically. Though there are many other factors like the socioeconomic status of parents, the school environment, student discipline and many others that have an impact on student academic achievement, probably the teacher factor plays the biggest role in academic achievement in the classroom. Wright et al (1997) say, “The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers than by any other single factor”. Poor performance in secondary schools in Arua District is a challenge to the communities around and all the stakeholders of education: students, their parents and educationists.
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