The study established the relationship between pupils’ discipline and pupils’ academic performance in primary schools in Rwamucucu subcounty, Rukiga district, Uganda. It used convergent parallel mixed methods, by merging quantitative and qualitative data thus making easy all-encompassing analysis of the research problem. A sample size of 248 respondents was considered for the study, 186 respondents participated, giving a response rate of 75%. The study established a moderate significant correlation coefficient between academic performance and pupils' discipline is also reported as 0.569. Therefore, it was recommended to invest in specialized training equipping teachers with an array of preventative and restorative methods proven to effectively counteract misconduct while repairing relationships and maintaining student engagement represents another intervention strongly recommended as well as establishing collaborative structures empowering parents and community members as partners in supporting conduct maintenance both inside and beyond school gates also deserves consideration.

This study was undertaken to establish the relationship between teachers’ housing and teachers’ performance in government-aided primary schools in Kamwezi SubCounty, Rukiga District, South Western Uganda. Teachers’ housing was regarded as the independent variable, while teachers’ performance was the dependent variable. The study employed a descriptive cross-sectional survey research design - with both qualitative and quantitative approaches, and data was collected from 341 respondents. Quantitative data was analyzed using SPSS computer software (Version 25) to generate frequencies, percentages, mean, and standard deviation. Principal Component Analysis and Regression were employed to determine the pattern of interrelations and robustness among the constructs of teachers’ welfare variable and their level of effect on teachers’ performance. Qualitative data analysis was done through thematic content analysis. The findings revealed strong positive relationship between teachers’ housing and teachers’ performance in public primary schools in kamwezi SubCounty, Rukiga District. The findings also revealed that housing has a statistically significant effect on teachers’ performance in public primary schools in Kamwezi SubCounty, Rukiga District. It was concluded that teachers’ housing leads to high teachers’ performance in Kamwezi SubCounty, Rukiga District. It is therefore recommended that education policy makers, implementers and managers pay much attention to the provision of teachers’ welfare in public primary schools in Kamwezi SubCounty, Rukiga District. This is hoped to improve teachers’ housing policy and performance in public primary schools in Uganda.

The primary objective of this research was to investigate the relationship between schemes of work and teaching in Kisoro District, specifically focusing on Savior Secondary School in Nyakinama Sub County. The study aimed to assess the levels of schemes of work and teaching, as well as explore the connection between these two components. Employing a descriptive crosssectional survey research design, the research collected qualitative data from 28 sampled respondents, including students, 08 teachers, and 01 head teacher, representing the parent population. Simple random sampling and purposive sampling techniques were utilized to ensure a representative and purposeful selection of participants. The study, conducted in Nyakinama Sub County within Kisoro District, revealed a strong positive correlation between well-developed schemes of work and effective teaching practices. The findings align with educational theories such as Constructivist Learning, Bloom's Taxonomy, and Vygotsky's Zone of Proximal Development, emphasizing the interconnectedness of curriculum planning and instructional quality. This research contributes valuable insights for educators and administrators, guiding efforts to enhance teaching and learning outcomes at Savior Secondary School. The researcher therefore recommended that that the distinction between educational terms should be largely practiced on the degree of generalness, specificity and the stage at which it occurs.

The study aimed at staff professional development and its impact on students’ academic performance among secondary schools in Kanungu district. To accurately examine the relationships between professional development models, teaching practices, and student achievement in Kanungu District secondary schools, a mixed-methods research design was employed over three academic years from 2017-2020. First, a quantitative approach was utilized to explore longitudinal correlations. Records of in-service training provided to teachers between 2015-2018 at 17 randomly selected schools were analyzed to categorize varying attributes of each program based on indicators established in previous studies as impacting effectiveness, including duration, content focus, pedagogical approach, funding source, and continuity. From the findings, the correlation between Employee Engagement and Students' Academic Performance was 0.766. This positive correlation suggested that as Employee Engagement increases, there was a positive linear relationship with students' academic performance. The p-value associated with the correlation coefficient was 0.000 (less than 0.01), indicating that the correlation was statistically significant at the 0.01 level. This strengthens the evidence that there was a significant relationship between Employee Engagement and Students' Academic Performance. Based on the emergent evidence, it is recommended that the district education office establish a periodic cadre of lead subject teachers to conduct regular school visits for modeling, co-planning, and non-evaluative feedback cycles as part of departmental improvement plans

This study investigated the influence of supervision of actual teaching activities on teacher's competence in primary schools in Kanungu District, South Western Uganda. To achieve the purpose of the study, three null hypotheses were formulated. Cross – sectional research design was used for the study. Purposive sampling was used to identify head teachers and SMC, while simple random sampling was used to select teachers and student leaders. Content validity of the instruments was established by subjecting the instruments to the scrutiny of research experts and the instruments refined at their recommendations. Questionnaires further subjected to rating and Content Validity Index (CVI) of 0.974 and 0.939 obtained for the teachers’ and students’ questionnaires respectively. To determine reliability of the instruments, Cronboch’s alpha reliability coefficient was computed for each set of questionnaires using SPSS program (Version 20) and Cronboch’s alpha value of 0.956 and 0.865 obtained respectively, confirming that the instruments were reliable in achieving the objectives of the study. Data collection was carried out using interviews and questionnaire survey. Descriptive statistical Analysis with frequencies and percentages was used to analyze quantitative data and Pearson Product Moment Correlation co-efficient (r) was used to establish the direction and strength of relationship between supervision and teacher's competence at 0.05 level of significance. Results obtained revealed that supervision of actual teaching activities has a significant positive relationship with teacher's competence; also, supervision of actual teaching activities has a significant positive influence on teacher's competence in schools. The study concluded that supervision of actual teaching activities has a high positive influence on teacher's competence in primary schools. The study recommended that regular class supervision by head teachers and prompt feedback to the teachers and regular workshops and seminars by Ministry of Education and Sports to equip head teachers with skills for effective supervision that will lead to better competence.

This study investigated the influence of supervision of pre-teaching activities on teacher's competence in primary schools in Kanungu District, South Western Uganda. To achieve the purpose of the study, a null hypothesis was formulated. Cross – sectional research design was used for the study. Purposive sampling was used to identify head teachers and SMC, while simple random sampling was used to select teachers and student leaders. Content validity of the instruments was established by subjecting the instruments to the scrutiny of research experts and the instruments refined at their recommendations. Questionnaires further subjected to rating and Content Validity Index (CVI) of 0.974 and 0.939 obtained for the teachers’ and students’ questionnaires respectively. To determine reliability of the instruments, Cronboch’s alpha reliability coefficient was computed for each set of questionnaires using SPSS (Version 25) and Cronboch’s alpha value of 0.956 and 0.865 obtained respectively, confirming that the instruments were reliable in achieving the objectives of the study. Data collection was carried out using interviews and questionnaire survey. Descriptive statistical Analysis with frequencies and percentages was used to analyze quantitative data and Pearson Product Moment Correlation co-efficient (r) was used to establish the direction and strength of relationship between supervision and teacher's competence at 0.05 level of significance. Results obtained revealed that supervision of pre-teaching activities has a significant positive relationship with teacher's competence; also supervision of pre-teaching activities has a significant positive influence on teacher's competence in primary schools. The study concluded that supervision of pre-teaching activities has weak but significant positive influence on teacher's competence. The study recommended that supervision be carried out alongside improvement in working conditions to create job satisfaction for teachers for better competence.

The study establishes the relationship between teachers’ characteristics and pupils’ discipline in primary schools in Rwamucucu subcounty, Rukiga district, Uganda. The study used convergent parallel mixed methods, by merging quantitative and qualitative data thus making easy all-encompassing analysis of the research problem. A sample size of 248 respondents was considered for the study, 186 respondents participated, giving a response rate of 75%. The study established that teacher's characteristics account for about 56.7% of the variability observed in pupils' discipline. Therefore, it was recommended to promote and cultivate a positive teacher attitude within the educational environment; educational leader should formulate a strategic set of intervention initiatives aimed at cultivating the educator traits shown to influence achievement levels and therefore creating an organizational culture embracing evidence-based continuous refinement was integral to nurturing the teacher qualities indicated as substantially important to optimizing learning outcomes.

This study was undertaken to establish the relationship between teacher’s meals and teachers’ performance in government-aided primary schools in Kamwezi SubCounty, Rukiga District, South Western Uganda. Teachers’ meals were regarded as the independent variable, while teachers’ performance was the dependent variable. The study employed a descriptive cross-sectional survey research design - with both qualitative and quantitative approaches, and data was collected from 341 respondents. Quantitative data was analyzed using SPSS computer software (Version 20) to generate frequencies, percentages, mean, and standard deviation. Principal Component Analysis and Regression were employed to determine the pattern of interrelations and robustness among the constructs of teachers’ welfare variable and their level of effect on teachers’ performance. Qualitative data analysis was done through thematic content analysis. The findings revealed that provision of meals has a statistically significant effect on teachers’ performance in public primary schools in Kamwezi SubCounty, Rukiga District. It was concluded that provision of teachers’ meals leads to high teachers’ performance in Kamwezi SubCounty, Rukiga District. It was therefore recommended that education policy makers, implementers and managers pay much attention to the provision of teachers’ meals in public primary schools in Kamwezi SubCounty, Rukiga District.

This study sought to establish the establish the relationship between qualification and experience of teachers and academic performance of students in Uganda Certificate of Education (UCE) at public secondary schools in Kisoro District, Uganda. The study adopted a descriptive survey design. One hundred and twenty (120) respondents (teachers) were drawn from one hundred and thirty (130) teachers using stratified sampling technique; and all the four (4) head teachers were selected using census. Questionnaire and interview guide were used to collect data for the study. One hundred and twenty (120) questionnaires were administered but the number of respondents (teachers) who returned the filled questionnaires were 104 giving the overall return rate as 86.7%. The study established that qualification of teachers was significantly and weakly related to academic performance of students (r=0.395**, p<0.01) and a statistically moderate positive and significant relationship between experience of teachers and academic performance of students (r=0.430**, p<0.01) in Uganda Certificate of Education in public secondary schools in Kisoro District. Employing qualified teachers; teachers with good qualification should be bench marked, provide on job training for newly employed teachers for improved academic performance. The study recommends that teachers with high qualification should be promoted to various positions. Teachers with good or high qualification should be provided with accommodation, qualified teachers should be supported to further their academic levels, teachers with experience should be motivated thus provide them with accommodation, hence bring them closer to school which leads them to perform effectively be involved in all school programmes thus good academic performance among students. Also, provision of allowance to class teachers, Heads of Departments and marking allowances should be given to experienced teachers and this encourages them to do their best hence improved academic performance in Public Secondary School. Experienced teachers should be retooled for example sponsor them for further training in others fields and this helps to equip them to better students’ academic performance. Staff workshop / seminars should be facilitated for that is both internally and externally, help the teachers improve on students’ academic performance at Uganda Certificate of Education.

The study aimed at the influence of constructive feedback on teacher job satisfaction in Rwamwanja refugee settlement primary schools in kamwenge district. A mixed methods research design was employed to comprehensively examine the influence of constructive feedback on teacher job satisfaction in Rwamwanja refugee settlement primary schools. Firstly, quantitative data was collected through a survey distributed to 108 primary school teachers across 8 schools randomly selected from within the settlement. The survey utilized a 5-point Likert scale to measure teachers' perceptions of feedback frequency, quality, and impact on motivation. Concurrently, annual teacher attrition rates from 2015 to 2019 were obtained from school records to evaluate changes over time. Subsequently, descriptive statistics were computed to explore patterns in survey responses, while repeated measures ANOVA tested for associations between feedback aspects and attrition. From the findings, the Test Value was 0, the t-statistics was 77.467, with PV=0.000 with mean 3.10741 at Confidence interval difference 95%. This implied that Professional development and Teacher Job satisfaction has a mean significantly different from 0, with mean difference 3.10741. The extremely low P-value (0.000) indicated high significant statistical significance and the 95% confidence interval is relatively narrow, suggesting a high level of confidence in the result. School administrators should strengthen goal setting practices by clearly communicating distinct, measurable professional development goals to all teachers. This will require enhancing transparency around the goal communication process and addressing the concerns of dissenting teachers. Collaborating closely with educators to establish goals aligned with school objectives would boost involvement and shared understanding.