The Metropolitan Journal of Academic Multidisciplinary Research (MJAMR) is a peer-reviewed online journal published monthly. The ISSN for the MJAMR Digital Library is ISSN: 3006-4384 (Online). MJAMR focuses on enhancing research capability across different fields and is indexed in notable academic databases.
Browse the latest peer-reviewed publications from Metropolitan International University Journals.
Authors: Mwanje Francis1 , Kiwanuka Rashid2
Published on 01 Jan 1970
The study investigated the relationship between physical violence and academic performance of girls in secondary schools in Namayumba Town Council. The research employed a mixed-methods design, integrating quantitative and qualitative data collection approaches. A sample of 303 respondents was selected from a target population of 1,293, comprising female students, school principals, guidance counsellors, and teachers.
Authors: Byansi Michael1 , Dr Friday Christopher2
Published on 01 Jan 1970
Non-Governmental Organizations in Uganda manage substantial financial resources for development programs, yet face increasing scrutiny over accountability practices. Risk management frameworks provide systematic approaches for identifying, assessing, and mitigating threats to financial integrity, thereby strengthening accountability mechanisms and stakeholder confidence. This cross-sectional study investigated five NGOs in Kampala District between April and June 2024.
Authors: Byansi Michael1 , Dr Friday Christopher2
Published on 01 Jan 1970
Non-Governmental Organizations (NGOs) in Uganda play a crucial role in development initiatives, yet concerns about financial accountability persist. The internal control environment serves as a foundational mechanism for ensuring transparent resource management and stakeholder confidence. This cross-sectional study examined five NGOs in Kampala District between January and March 2024.
Authors: Mabirizi John
Published on 01 Jan 1970
The introduction of market-oriented standards in Uganda's education sector fundamentally transformed how public secondary schools operated and how teachers performed their duties. This study examined how market standards characterized by competition, performance-based incentives, accountability mechanisms, and privatization tendencies affected teachers' performance in public secondary schools within Masaka District. The phenomenon emerged from broader public sector reforms that emphasized efficiency, measurability, and competitive positioning of educational institutions.
Authors: Mabirizi John
Published on 01 Jan 1970
Pay transparency emerged as a contentious human resource management practice with potential implications for employee motivation and performance. In Masaka District public secondary schools, opacity in salary structures and allowance distribution created perceptions of inequity that potentially affected teacher performance, yet empirical evidence documenting these effects remained limited. This study employed a mixed-methods convergent design involving 239 respondents from selected public secondary schools in Masaka District.
Authors: Immaculate Namale
Published on 01 Jan 1970
Teacher retention continued to pose significant challenges to educational quality and institutional stability in Luweero District secondary schools. While transactional leadership remained the predominant management approach in many educational institutions, its specific effects on teacher retention remained insufficiently documented in the Ugandan context. This study employed a descriptive cross-sectional survey design involving 138 respondents from four selected secondary schools in Luweero District.
Authors: Immaculate Namale
Published on 01 Jan 1970
Teacher retention remained a critical challenge in secondary schools across Luweero District, with increasing turnover rates threatening educational quality and institutional stability. Transformational leadership emerged as a potential intervention, yet empirical evidence linking leadership styles to teacher retention in this context remained limited. This study employed a cross-sectional survey design involving 245 teachers from 18 selected secondary schools in Luweero District.
Authors: Namuddu Florence1 , Dr Friday Christopher2
Published on 01 Jan 1970
Laissez-faire leadership, characterized by minimal intervention and hands-off approaches, represented a concerning leadership phenomenon in Uganda's public secondary schools. The prevalence of passive leadership practices and their potential impact on teacher motivation required systematic investigation to inform leadership development and educational policy interventions. This study employed a descriptive cross-sectional survey design to examine the relationship between laissez-faire leadership and teacher motivation.
Authors: Namuddu Florence1 , Dr Friday Christopher2
Published on 01 Jan 1970
Transformational leadership emerged as a critical factor influencing teacher motivation in educational institutions across Uganda. The persistent challenges of teacher demotivation in public secondary schools necessitated investigation into leadership approaches that could enhance workforce engagement and commitment. This study employed a descriptive cross-sectional survey design to examine the relationship between transformational leadership and teacher motivation.