Deputy Headteacher Research Articles

Learner-centred Approach in Teaching and Learning in Secondary schools: A Case study of Gulu High School, Uganda

The study investigated the learner-centred approach in teaching and learning at Gulu High School, Uganda. The data was collected through a case study design using a mixed-method approach. The population of the study comprised 30 learners, 6 teachers, 1 Headteacher, 1 deputy Headteacher and 2 officials from the Ministry of Education. The teachers, school administrators and officials from the Ministry of Education were selected using a purposive sampling technique and the learners via simple random sampling. The participants chosen have adequate knowledge of the research under study. The findings indicated that the Learner-centred Approach promotes the active participation of learners, promotes knowledge exchange through respective brainstorming sessions and allows teachers to detect the strengths and weaknesses of individual students. The results also revealed that adequate instructional materials improve the student's concept of mastery as they motivate and arouse a student’s desire to learn. Learners’ knowledge experience is validated, content of instruction is relevant to the learner’s needs and interests. The study identified that the Learner-centred approach in teaching and learning in secondary schools is affected by inadequate instructional materials, introverted learners; introverted learners cannot achieve the desired learning outcomes, limited time for presentation of work, and inadequate time to monitor different groups. The study recommends that the government collaborates with the National Curriculum Development Centre to provide more adequate reading materials and laboratory equipment to enhance the Learner-centred approach in secondary schools

Effect of Parental Involvement by the Headteachers in the Education of their Children on Students Retention in Masinga Sub-County, Kenya

The study focuses on the effect of parents’ involvement by head teachers in the education of their children and students’ retention in secondary school education in Masinga sub – county Kenya. It was guided by the following objective: to determine the extent to which parents’ involvement by the headteachers in the education of their children influences students’ retention in secondary school education. The study adopted a descriptive survey research design. The study was anchored on Epstein theory. The target population was 50 head teachers,50 deputy head teachers and 5022 form 3 and 4 students. Purposive, stratified proportionate sampling and simple random sampling were employed to sample 25 head teachers, 25 deputy head teachers and 370 students. Data collection instruments included questionnaires for headteachers and students, an interview guide for deputy headteachers and a document analysis guide. Validity of the research instruments was ascertained through expert judgement and piloting. Reliability was achieved through test – retest method where the instruments were piloted in a time interval of two weeks and the two results were correlated using Pearson’s product moment correlation method. Further, inferential analysis was employed that involved correlational analysis at a 0.05 level of significance. The hypothesis was accepted or rejected at 0.01 level of significance. The findings showed that there is a positive correction between parents’ involvement in the education of their children and students’ retention (r = 0.811; p = 0.00), hence the hypothesis was rejected and an alternative hypothesis accepted. The study concluded that the head teachers’ efforts to engage parents in the educational matters positively influence students’ retention. The study recommends that head teachers should use more communication strategies in order to involve all the parents in the education of their children.

INFLUENCE OF TEACHER COLLABORATION ON THE LEARNERS ACADEMIC ACHIEVEMENT IN CHEMISTRY IN PUBLIC DAY ORDINARY LEVEL SECONDARY SCHOOLS IN RWANDA A CASE OF RUHANGO DISTRICT

Teachers are the key actors in guaranteeing effective teaching and learning processes. This study examined the influence of teacher collaboration on learners academic achievement in chemistry in public day ordinary secondary schools in Rwanda, Ruhango District. The specific objectives were: to determine the influence of peer coaching among teachers on learners academic achievement in chemistry, to determine the influence of team teaching on learners academic achievement in chemistry, and to determine the influence of professional dialogues among teachers on learners academic achievement in chemistry. The study will be important for the government, education policymakers, school managers, and development partners in education, among others. The study adopted a cross-sectional survey design and targeted 936 individuals including 57 headteachers, 57 deputy headteachers, and 822 teachers from selected schools in Ruhango district. A sample size of 281 respondents was selected using simple random sampling to choose teachers. Headteachers and deputy headteachers were selected using purposive sampling. Data was collected using questionnaires for teachers and interviews for headteachers and deputy headteachers. The collected data were edited, coded, and entered into IBM SPSS Version 26 for analysis. Descriptive statistical tools such as mean, frequency, and percentages were computed while inferential statistics involved correlation analysis. Pearson correlation coefficient and beta coefficients were calculated. The findings were presented in tables. The research findings proved that teacher collaboration affects learners achievement in chemistry. The research findings show teachers engage in team teaching (55.9%), peer coaching (54.4%), and professional dialogue (50.7%). Respondents notably confirmed that students performance in chemistry had improved in chemistry assessments due to collaborative teaching strategies (52.4). Findings confirm a strong positive correlation ranging from 0.77 to 0.846 between teacher collaboration and learners achievement in Chemistry. This suggests that as teachers collaborate more effectively through methods like team teaching, peer coaching, and professional dialogue, students academic performance in Chemistry improves significantly. Therefore, the researcher concludes that structured and frequent collaboration among teachers is a key factor in boosting student achievement in science subjects. Schools that prioritize teacher collaboration can expect better syllabus coverage, improved student engagement, and higher completion rates in Chemistry. In light of these findings, regular, targeted workshops, seminars, and peer coaching sessions should be organized to provide teachers with both the theoretical knowledge and practical skills necessary for effective collaboration. Such professional development activities would allow teachers to exchange best practices, develop new teaching strategies, and support each other in creating a more engaging learning environment for students. Further research could be done on the effect of teacher collaboration on learner Engagement, longitudinal study on the impact of teacher collaboration on learners Achievement in secondary schools, and the role of teacher collaboration in enhancing learners achievement across different subjects in secondary education.

INFLUENCE OF SCHOOLS GEOGRAPHICAL LOCATION ON THE RETENTION OF QUALIFIED TEACHERS IN RURAL PUBLIC SECONDARY SCHOOLS OF RWANDA A CASE OF RUHANGODISTICT

The study concentrated on the investigation of the influence of geographical location of schools on the retention of qualified teachers in Rwandas rural public secondary schools, with a particular emphasis on the Ruhango district. The study had specific four objectives, including evaluating the influence of working conditions on qualified teacher retention in Rwandas rural public secondary schools, establishing the influence of the school environment on qualified teacher retention, assessing the degree to which economic factors influence qualified teacher retention in Rwandas rural public secondary schools, to determine the influence of socio-cultural isolation on qualified teacher retention in Rwandas rural public secondary schools. The study employed a correlational research design with a study population of four hundred and four (404) in order to achieve its goals. The sample of 201 respondents, which was made up of teachers, deputy head teachers, and head teachers, was chosen using Slovins formula. The sampling techniques adopted included stratified, purposive and simple random sampling techniques. The research tools namely questionnaires and interview guide were tested for reliability and validity to ascertain their appropriateness for data collection where it was ascertained that Cronbach Alpha is within the required range and all comments from experts were incorporated. Respondents were provided questionnaires and structured interviews as research tools for data collection. The Statistical Product and Service Solutions (IBMSPSS) version22, a computer program, was used to enter the acquired raw data. The researcher accessed the influence of each school location indicator on the using inferential statistics, such as the Karl Pearson coefficient of correlation (r) and regression coefficients were utilized to assess how school location influences the retention of qualified teachers in Rwandas rural public secondary schools. Findings were displayed in tables and figures, and relevant suggestions and recommendations were given in light of the findings. Descriptive statistical findings revealed poor geographical locational factors in rural public schools with 60% of respondents disagreeing that they have favourable working conditions, school environment, economic conditions and sociocultural factors. Additionally, the responses did reveal that there is strong positive correlation between working conditions, school environment, economic conditions and sociocultural isolation and qualified teacher retention with Pearson coefficient of 0.736, 0.748, 0.742 and 0.754 respectively. there regression findings also did indicate a positive influence of geographical location factors of a school on qualified teacher retention with beta coefficients of working conditions, working environment, economic conditions and sociocultural isolation reported as 0.110,0.183, 0.145 and 0.285 respectively. the study concluded that there is positive significant influence of working conditions, school environment, economic conditions and sociocultural factors on qualified teacher retention in rural public secondary schools. The study recommends that the Ministry of Education and Policymakers to develop and implement comprehensive policies that enhance the living and working conditions of teachers in rural areas, improve school environmental factors, improve infrastructure within and outside school. Additionally, local education authorities and stakeholders should collaborate to foster a supportive community for teachers, Teachers should be proactive in seeking professional development opportunities and building a supportive network among their peers.

Influence of Family-Related Truancy on Pupils’ Academic Performance in Public Primary School in Kakamega Central Sub-County, Kenya

Education is a continuous process of structured instruction aimed at achieving Sustainable Development Goals (SDGs) through pupils’ academic performance. However, Kenyan primary schools encounter persistent challenges, including low grades, behavioral issues, lack of engagement, and difficulties in mastering basic academic skills, raising significant concerns. Thus, the purpose of the study was to investigate the influence of family-related truancy on pupils’ academic performance in public primary school in Kakamega Central Sub-County, Kenya. The study was anchored on Hirschi (1969) social control theory. The study employed a descriptive survey research design, targeting768 respondents, including 67 deputy head teachers 134 pupils and 567 class teachers. The sample size comprised 256 individuals, consisting of 24 head teachers, 45 pupils and 205 class teachers, selected using a stratified random sampling technique. Data were collected through validated questionnaires and interview guides, with instrument reliability confirmed via a pilot study, demonstrating a Spearman’s rank correlation coefficient of 0.74. Quantitative data underwent descriptive and inferential statistical analysis, presented in tables, while qualitative data were analyzed for common themes, organized, and discussed within the study’s main objective areas, with relevant quotations used to present findings. The research findings indicated a statistically significant correlation (p=0.00 at α = 0.05) between causes of family-related truancy and pupils’ academic performance in public primary schools. Therefore, it is recommended that education policymakers devise and execute comprehensive guidelines and support systems to effectively manage and mitigate the various causes of truancy stemming from family. The information provided by this study will benefit policymakers, community members and academicians.

Effects of Teachers’ Mathematics Training Skills acquisition on Students’ Academic Performance in Public Secondary Schools in Rwanda

Background: This study investigates the effects of mathematics training for secondary school teachers on students' academic performance in mathematics in Rwanda, focusing on Karongi District. Teacher training is critical for enhancing teaching practices and improving student-learning outcomes. Despite various initiatives, reports indicate persistent challenges in teacher training effectiveness, affecting student performance. Methods: This research examined two objectives: evaluating the training skills mathematics teachers in Karongi District gain from these programs and assessing the academic performance in mathematics attributable to teacher training. A descriptive survey design was employed for the first two objectives, while a correlational design was used to assess the relationship between teacher training and student performance. Data were collected through questionnaires and interviews, and analyzed using SPSS version 30. The study targeted 484 individuals, including head teachers, deputy head teachers, district education officers, and mathematics teachers, selected through purposive and random sampling. Results and Discussion: Findings revealed that 93.7% of respondents agreed that training helps teachers in pedagogical preparation and content delivery, while 97.7% acknowledged increased student attendance and academic performance. A significant positive correlation (r = 0.498) was found between teacher training and student performance, with an R2 of 0.248. Conclusion: The study concludes that teacher training positively affects academic performance and recommends continuous support from stakeholders to enhance training initiatives.

Evaluation of a novel primary to secondary school transition personal and social education programme

ABSTRACT Equipping young people with the skills they need to navigate the challenges they face when transitioning from primary to secondary school is a widely recognised problem, especially in the post-Covid period. This paper reports an evaluation of a programme (Toolkit Programme) to support children in this transitioning, which is novel in being taught in school by youth workers from a youth centre local to two London primary schools. The programme aimed to increase abilities to overcome challenges and improve wellbeing, self-esteem and relationships with peers and with the wider community and sense of safety. This brief in-depth evaluation focussed on the context, processes and outcomes of this programme using mixed methods: fifty-six pupil questionnaire (measures and written comments), twenty-four pupil focus group interview, four class teachers, a head and deputy head teachers and three youth worker interviews. The findings of this external evaluation extended the positive results from the previous internal formative programme evaluations. It raised issues about the timing of the Toolkit programme and the links between youth workers/youth centres and teachers/schools. This paper discusses significant issues and implications about: the contribution of youth centre/club – school partnerships, the place and importance of personal and social education in the primary school curriculum and disseminating the good practice shown in this evaluation.

SKILLS LABORATORY APPROACHES AND ENTREPRENEURSHIP LEARNING ACHIEVEMENT IN UPPER SECONDARY SCHOOLS IN RWANDA A CASE OF NYAGATARE DISTRICT

The need for entrepreneurial skills impacting the quality of teaching and learning entrepreneurship all over the world. More emphasize have been made in teaching entrepreneurship but entrepreneurial outcome for graduate in upper secondary is still critically. The study aimed to investigate the effect of skills laboratory approaches on learning achievement in entrepreneurship in upper secondary school of Rwanda. Study utilized descriptive research. The study included a total population of 3661 individual consisting of 49 deputy head teachers in charge of studies, 102 entrepreneurship teachers and 3510 upper secondary students from upper secondary schools in Nyagatare district, the researcher determined the sample size of 361 respondents using Yamane formula. structuring questionnaire, interview and observation are employed as tools of data collection. The result indicated that 86% strongly agreed that skills laboratory boast learners engagement and confidence in activity presentation, 87.9% strongly agreed that project based assessment enable learners creation of project in student business clubs, 85.9% of respondents strongly agreed that Students business club helps learners to demonstrate entrepreneurship knowledge or skills learnt in real life, 92.2% strongly agreed that demonstration of skills lab improve pitching skills and creativity of project. Results revealed thatskills laboratory approach have positive significance to learners performance since the p value is less than 0.005 underpinning the positive relationship between skills laboratory and entrepreneurship learning achievement.The study recommends thatThe study recommends learners to become actively engaged in group discussion, presentation so that improve learners performance that result in interaction and improve their entrepreneurial skills and entrepreneurship achievement rather than memorizing for purpose of getting marks.entrepreneurship teachers to use skills laboratory approaches in teaching entrepreneurship lesson so as to help learners to solve community problem. School administration for participate in capacity building of entrepreneurship teacher by organizing community of practices and continuous professional development to boost the capacity of in service teachers on using skills laboratory approaches in teaching and learning entrepreneurship. curriculum designer and policy makers due to their role in education, to revise entrepreneurship curriculum into another image of teaching-learning activities, techniques, approaches, and assessment methods of entrepreneurship for practice purpose in secondary school of Rwanda.

COMMUNICATIVE LANGUAGE TEACHING APPROACHES AND LEARNERS SPEAKING SKILLS IN ENGLISH IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDA A CASE OF KAYONZA DISTRICT

The need for English has increased demand for high-quality language instruction globally. Despite the efforts that have been made to improve proficiency and oral communication skills in English, oral English communication abilities are still critical among the learners in public day secondary schools in Rwanda. This study aimed at determining the relationship between communicative language teaching approaches and learners English oral communication skills acquired in public day secondary schools in Rwanda. This study used descriptive survey design and correlational design to determine the relationship between the independent and dependent variables. 408 people were the target group, including teachers, learners from public day secondary schools, head teachers, and deputy head teachers in charge of studies. The study picked a sample of 202 people from the target demographic using basic random sampling techniques and purposive sampling. IBM SPSS version 21 was used to analyze the data that were gathered from the respondents through the use of questionnaires and interview guides. Using statistical tools like means, percentages, standard deviations, correlation coefficients, and beta coefficients as regression models, this software arranged and summarized the data to guarantee the accuracy and evidence of all findings. The findings were presented in tables and charts. The Alpha Cronbach value was 0.755 which indicated the reliability of instruments and the experts opinions were incorporated to ascertain the instruments validity. The findings indicated that 88% of the respondents confirmed a strong positive influence of CLT on learners speaking skills. The mean for all variables were approximately 4 with standard deviation less than 1. Thesignificant correlation with a p-value of 0.000, which is less than the usual significance level of 0.05 and this indicates a very strong positive relationship between CLT and Learners speaking skills. The study concluded that there is positive significant effect of communicative language teaching approaches task-based, project based, collaboration, group discussion, debate and role play approaches on Learners speaking skills in English in public day secondary schools. The study recommended learners, school administrators, teachers and policymakers on what should be done to improve speaking skills in English and further studies area were given.

CLASSROOM INSTRUCTIONAL PRACTICES AND STUDENTS ENGAGEMENT IN MATHEMATICS SUBJECT IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDA, A CASE OF NYARUGENGE DISTRICT, RWANDA

The purpose of this research was to examine the connection between classroom instructional practices and students involvement in Mathematics subjects in public day secondary schools in Nyarugenge District, Rwanda. The specific objectives wereto assess the effect of using classroom mathematics toolkits on students engagement in Mathematics subject in public day secondary schools in Nyarugenge District, Rwanda, to assess the effect, teacher feedback and cooperative learning strategies on students engagement in Mathematics subject in public day secondary schools in Nyarugenge District, Rwanda. The sample size comprised 57 teachers, 19 deputy head teachers in charge of studies, 19 head teachers, 10 sector education inspectors, one district education officer in charge of Secondary and TVET schools, and one District Director of the Education Unit totaling 107 respondents. Pearson correlation coefficients were used to determine correlation between dependent and independent. Results indicated teachers use a computer with a projector, 34.0% were strongly agreed, and 30.9% were agreed. Result felt that teachers use provided scripted lesson in class-room instruction. There statistically association between theuse a computer with a projector and active participation (r=.320, p-value=0.001), with asking questions (r=.317, p-value=0.001). Contrary to insignificant correlation between provided scripted lesson and answering teachers questions (r=0.006, p-value=0.950). Results showed the recognizable student effort, 55.9% show a strong agreement. A strong relationship was established between recognizable student effort and active participation (r=0.425**, p-value =0.000), The study felt association between positive interdependence and active participation, asking questions, and answering teachers questions since the p-value was less than 0.05.The study recommends that school make supervision to teachers so as to find out the way that they perform their tasks and to give them some professional advice. Policy makers should elaborate updated professional guidelines which can be used while teaching sciences specifically in mathematics subject so as to improve the students engagement in mathematics. The ministry of education in Rwanda should give training to teachers about strategies which should be used while teaching mathematics and other science subjects so as increase students academic performance.

The Contribution of English Reading Materials to Improving Students' English Performance in Lower Secondary Schools in the Shyira Sector of Nyabihu District, Rwanda

This research aimed to examine the relationship between the use of English reading materials and the improvement of students' English language performance in Lower Secondary Schools in the Shyira sector. Based on the Simple View of Reading (SVR) and the Cognitive Load Theory (CLT), the descriptive research design with a mixed approach was employed. Two selected schools were studied: one with a well-equipped library containing English reading materials and the other with a poorly equipped library lacking English reading materials. The study population consisted of 106 individuals, including 92 lower secondary students, 10 teachers, and 4 Deputy Head teacher in charge of studies /teachers, selected randomly from a population of 145. Primary data and secondary data were collected through questionnaires and interview guides. Quantitative data was analyzed descriptively by use of excel and the Statistical Package for Social Scientists (SPSS) while qualitative data was subjected to thematic analysis. The findings reveal the use of various reading materials, such as newspapers, textbooks, handouts, dictionaries, expert opinions, poetry, online readings, and adventure stories in Lower Secondary Schools in the Shyira sector. It was observed that the lack of English reading materials and libraries in lower secondary schools leads to poor English performance among students. The study suggests strategies to improve learners' English skills, including promoting the use of English reading materials, fostering a culture of reading, and motivating students to utilize libraries. Additionally, teachers should serve as English role models and actively encourage reading to enhance students' motivation.

Exploring Formative Assessment Practices in Public Secondary Schools in Kicukiro District

Various scholars acknowledged that formative assessment play a vital role in increasing students’ academic achievement. The main purpose of this study was to explore formative assessment practices in public secondary schools in Kicukiro District. The specific objectives of the study were to investigate how teachers plan for formative assessment in public secondary schools in Kicukiro district, to discover how teachers use formative assessment techniques in electing students learning evidence in public secondary schools in Kicukiro district and to assess how teachers provide formative assessment feedback to students in public secondary schools in Kicukiro district. The study used descriptive survey research design. The study was guided by Sadler’s theory of formative assessment founded in 1989. The target population of the study was 220 teachers and 13 deputy head teachers in charge of studies. A sample of 142 teachers were selected using simple random sampling while 13 deputy head teachers in charge of studies were included in the study purposively. Questionnaires, semi-structured interview and lesson observation checklist were used as research instruments in collecting data from respondents. Quantitative data were analysed using descriptive statistics such as means and standard deviations whereas thematic analysis was used for analysing qualitative data. The quantitative data were presented in tables while qualitative data were presented in the text. The findings indicate that the practices related to planning for formative assessment (M=2.41, SD=1.01) are rarely practiced in public secondary schools in Kicukiro District. It was also revealed that practices related to eliciting evidences of students’ learning (M=2.76, SD=1.11) were practiced sometimes. Finally, it was revealed practices related to formative assessment feedback (M=2.33, SD=1.01) were rarely done. The study recommended that National Examination and School Inspection Authority should strengthen the practices of formative assessment at school levels. Future researchers were recommended to replicate the study in other region beyond Kicukiro District.

Integration of Students’ Career Opportunities and Dual Career Development among Students in Secondary Schools in Sebei Sub-Region, Uganda

While combining academic and sports development is believed to provide opportunities that enable an individual to possess a better-balanced lifestyle, a stronger sense of self in areas other than sports, and greater life skills beyond their athletic career, the process is challenging and presents several barriers. The purpose of this study was to investigate the influence of integrating students' career opportunities on dual career development among students with a careful interest in how dual careers have become a relevant matter in the world of work as one of the tools that can improve social life. The study adopted the descriptive survey research design with both qualitative and quantitative approaches in which a population involving headteachers, deputy headteachers, directors of studies, career guidance teachers, games teachers, sports officers, and students who have been involved in games and sports in the schools were targeted. The study used a sample of 186 people selected using purposive, simple random and cluster sampling techniques. A pre-tested, validated, self-administered questionnaire and interview guide were used to gather data. The findings of the study revealed that for integration of students' needs with careers and dual career development, R2 = .495, F=179.242, Sig= .000 < .05 for an academic career and R2 = .670, F=371.676, Sig= .000 < .05 for a sports career. The study concluded that the integration of students' needs with careers had a higher influence on sports than on academic career development. The study finally recommends that career teachers need to provide guidance tailored to the needs of each student to allow for the integration of student needs with career opportunities. Mass guidance to groups of students does not provide for the integration of individual needs

Teachers’ Extrinsic Motivation on Quality Education in Nyamasheke District, Rwanda

The quality education has been an issue in education sector over many years. However, today’s competition for global market requires quality education as a key (Suresh & Kumaravelu, 2017). A teacher is the key pillar to the education achievements in all spheres of the learning. Quality education cannot be achieved unless the teacher is really motivated (Jusuf, 2005). This study investigated the perception of teachers on extrinsic motivation to quality education and evaluated the ways of motivating teachers for quality education. The data collection methods used were questionnaires, and interviews. The sample size was 128 respondents composed of 88 teachers, 20 Deputy Head Teachers in Charge of Studies (DOS), and 20 Head teachers (HTs) from 20 schools in Nyamasheke District from different educational levels (nursery, primary, and secondary schools) of public schools. The sampling procedures was purposive, and stratified sampling. The sample of teachers was obtained using Yamane's (1967) formula. The research was guided by McClelland's Need for Achievement Theory. Data were presented through graphs, tables, and percentages and were analysed by using Microsoft Excel. This research has demonstrated that a teacher who is extrinsically motivated contributes a lot to quality education. This is due to the fact that a motivated teacher is punctual, well prepared and complete teaching documents, giving and marking assignments, participating in institutional and professional events and self-discipline. The study found that teachers wish to be motivated extrinsically in three main ways such as building a conducive working environment for them, salary and allowances, and appreciable students' outcomes. Finally, this research demonstrated that a conducive working environment takes a higher level in ways of motivating teachers with 56%. This includes owning houses, securing their children’s education and having strong health insurance. Salary and allowances takes 31% while appreciable students' outcomes takes 13%. The study recommend that government and education stakeholders should help teachers to own housing and secure their children education for quality education

Identification of Career Needs and Dual Career Development Among Students in Secondary Schools in Uganda

The research looked at the influence of identification of career needs on dual career development among students. The study adopted a descriptive survey design, incorporating both qualitative and quantitative approaches. The target population of study was 360 and a sample size of 186 people who included students who had participated in games and sports, directors of studies, career guidance teachers, games teachers, sports officers, headteachers and deputy headteachers. Data was collected using a self-administered questionnaire and interview method. The findings revealed that for identification of career needs and dual career development, R2 = .297, F=77.304, Sig= .000 < .05 for academic career while for sports career R2 = .072, F=14.184, Sig= .000 < .05, thus identification of students' career needs had a higher magnitude of influence for academic than for sports career development; thus to be able to support students in identification of career needs, the teachers should be trained and empowered with the requisite information about the various careers available

Assessing the Effectiveness of Women in Secondary School Leadership Positions: A Case of Kafue District

The purpose of this study was to assess the effectiveness of women in secondary school leadership positions. The objective was to examine how women in secondary school positions are able to ensure effective leadership. This study was conducted in the selected secondary schools in Kafue district, Lusaka province of Zambia. Participants included the Head teachers, Deputy Head teachers, HoDs as well as teachers. A mixed method design employing both quantitative and qualitative approaches was used. The sample consisted of 595 participants comprising 5 Head teachers, 5 Deputy Head teachers, 20 Heads of Departments and 25 teachers (5 from each selected school). Data was collected through semi-structured questionnaires, interviews, and document analysis guide. The quantitative data was analysed manually suing a calculator, while the qualitative data was analysed using thematic analysis. Findings revealed that women supervisors tend to have good relationships with other members of staff in the school. Despite challenges that women encounter in their daily school leadership endeavours, findings on various components, such as personality, experiences and training, emotional intelligence, communication skills and ability, are testimonies that women have the potential to discharge leadership duties efficiently and effectively given the necessary support and resources. Basing on the research findings, the following recommendations are made: (i) the government should promote leadership continuous professional development among the women in secondary schools (ii) the government should re-emphasize on sensitizing the general public and secondary school teachers in particular, on gender stereotype against women in secondary school leadership positions. (iii) There should be gender balance in terms of numbers of teachers in secondary school leadership positions to maximize the benefits and strengths of the leadership styles of each gender.

Navigating Educational Disruptions: The Impact of COVID-19 on Daily Functioning of Private Secondary Schools.

This cross-sectional study employed a mixed-methods approach to comprehensively investigate the impact of COVID-19 on private secondary schools. Qualitative and quantitative methodologies were integrated, enhancing the depth of understanding. The sample consisted of 92 participants, including school directors, head-teachers, deputy head teachers, and classroom teachers, were purposively and randomly selected. The study revealed shifts in enrollment patterns and attendance trends due to remote and hybrid learning models. Academic performance variations underscored the challenges of adapting to new teaching methodologies. Financial implications arising from altered revenue streams and increased operational costs, Teacher roles evolved, necessitating tailored support. Infrastructure limitations hindered remote learning effectiveness. Student well-being emerged as a poignant concern, and parental involvement dynamics shifted. Findings offer actionable insights for schools and policymakers, contributing to the discourse on educational resilience during global crises. The blended methodology provides a holistic understanding of COVID-19’s intricate influence on private secondary schools. By furnishing evidence-based strategies, this research aids decision-making to navigate unprecedented disruptions.

An Investigation into the Causes of Violence and Riotous Behaviour among Secondary School Pupils in Zambia

Aim: The objectives of the Study were to (i) Investigate the causes of violence and riotous behaviours among secondary school pupils in Zambia, (ii) Establish the common violent and riotous behaviours among Secondary School pupils, (iii) Evaluate methods schools use to discipline their pupils in Secondary Schools in Choma District, (iv) Identify sustainable methods of improving pupils’ discipline in Secondary schools in Zambia. Study Design: The research was a combination of qualitative and quantitative approach which used questionnaires for data gathering. Questions in the questionnaires included the sources of violent and riotous behaviours schools were experiencing and the methods used to control the vices. The emphasis was on analyzing the factors associated with violence and riotous behavior, establishing the relationship between the variables and identify sustainable methods of improving pupil discipline. Place and duration of study: The study was undertaken in Choma district, southern province, Zambia in term 2/3 of 2018 academic year. Methodology: Respondents targeted included: Secondary school pupils from grades 8 to 12, deputies and head teachers from boarding and day schools which had at least ten-year experience in offering secondary education. Six (6) out of fourteen (14) secondary schools in Choma district were randomly sampled. Six (6) Head teachers and six (6) Deputy Head teachers were purposefully sampled in the selected schools. Six classes with twenty (20) pupils each (one class per school) were selected per class using random sampling. The total of 120 pupils were targeted. Pupils that were selected were ranging from 10 to 20 years and above of age. A randomization procedure was used to select one class per class and per grade at each school. Analysis: The associations between independent variables and violent and riotous behaviours (dependent variables) were statistically tested using the chi square and the Fisher’s Exact tests. The analysis showed that there was a positive association between the variables measured at level of significance of 95 percent. The independent variables tested in the analysis above were; (1). Insufficient diet; (2). Poor sanitation; (3). Group influence and peer pressure; (4). Pupil indiscipline; (5) Abuse by teachers. The dependent variables in the research were violent and riotous Behaviour. Results: The analysis to test the association between the identified factors (independent variables) that contribute to violent and riotous Behaviour were tested at the level of significance of 95 percent with probability (p) =0.05. The test results show that the calculated values are less than p = 0.05. The chi-square value (X2 ) was 0.029 while the Fisher’s Exact value was 0.033. The rule of thumb or the decision rule guides that when the calculated values of chi-square and fisher’s exact tests are less than p =0.05, the null hypothesis should be rejected while the alternative hypothesis should be accepted. Null hypotheses: H01- There is no association between poor diet and riotous behaviour, H02- There is no association between poor sanitation and riotous behaviour, H03- There is no association between group influence and peer pressure and riotous behaviour, H04- There is no association between pupil indiscipline and riotous behaviour. Research Questions: 1). What causes violence and riotous behaviour among Secondary School pupils in Choma District? 2). What are the most common violent and riotous behaviours among Secondary School pupils in Choma District? 3). What methods do schools use to discipline their pupils in Secondary Schools in Choma District? 4). What are the sustainable methods that could significantly improve pupil discipline in Secondary Schools in Zambia? Conclusion: The aforementioned findings of the study have led to the following conclusion: Poor diet, poor sanitation, shortage of enough clean water, group influence and peer pressure, lack of adequate learning and teaching facilities such as, text books, furniture, classrooms, banker beds and hostels were associated with the causes of riotous behaviour in schools. Lack of commitment to duty by teachers and not attending adequately to pupils’ grievances were also responsible for causing riotous behaviours. Internal school factors such as ineffective communication between pupils and the staff also contribute to the causes of violence and riotous behavior. It is therefore, recommended that student councils be set and involved in planning menus for their meals, school policy formulation and decision making. Open days should be planned in each term where parents are invited to school to have a say on the general welfare of their children. Platforms where pupils can bring out their grievances freely without any fear or intimidation should be created. Programs that encourage self-esteem and respect for others such as clubs, quizzes and sporting activities should be emphasized. It is recommended that teachers should work hard, use variety of teaching approaches by exploiting all the available learning and teaching resources so that the required academic need of learners is met.

Study on the development needs of deputy headteachers in secondary schools

In our education system, secondary school deputy headteachers are not specially trained but are selected and appointed from teachers deemed suitable for the position. The practice of selecting and appointing teachers for managerial positions based on their expertise in their field still persists. Deputy headteachers face various challenges, including the need for systematic preparation, a comprehensive understanding of their requirements, and the continuous development of their skills. In recent years, the fundamental responsibilities of deputy headteachers have rapidly evolved and been updated, demanding additional skills beyond the general qualifications expected for the position. This article aims to assess whether deputy headteachers have mastered these skills, identify any further development needs, and compare these skills based on the level of necessity. The study involved 215 deputy headteachers and 347 teachers. The results were processed using the Excel program following Borich's formula of needs. According to the research findings obtained from training managers, there is a significant demand for the development of professional skills. In contrast, according to the results from teachers, there is a higher need to develop the personal development and maturity skills of training managers.
 Ерөнхий боловсролын сургуулийн сургалтын менежерийн хөгжих хэрэгцээний судалгаа
 ХураангуйМанай улсын боловсролд ерөнхий боловсролын сургуулийн сургалтын менежерийг тусгайлан бэлтгэдэггүй, мэргэжилдээ сайн багш нараас сонгон шалгаруулж томилдог тогтолцоо хэвээр үйлчилж байгаа бөгөөд тэднийг үе шаттай бэлтгэх, хэрэгцээг судлах, ур чадварыг нь хөгжүүлэх зэрэг олон асуудал чухлаар тавигдаж байна. Учир нь сүүлийн жилүүдэд сургалтын менежерийн албан тушаалын үндсэн чиг үүрэгт эрчимтэй өөрчлөлт орж, шинэчлэгдэн, сургалтын менежерүүдээс албан тушаалын нийтлэг шаардлагад зааснаас бусад нэмэлт ур чадварууд шаардагдах болжээ. Тиймээс энэхүү судалгаагаар сургалтын менежерүүдэд шаардагдаж буй нэмэлт ур чадваруудыг үндсэн чиг үүргийн өөрчлөлттэй уялдуулан судалж, нийт 20 ур чадварыг тодорхойлсон ба бие хүний хөгжил, төлөвшлийн, мэргэжлийн гэж 2 ангилан авч үзлээ. Эдгээр ур чадваруудыг сургалтын менежерүүд хэр зэрэг эзэмшсэн, цаашид хөгжүүлэх хэрэгцээ байгаа эсэхийг илрүүлсэн ба хэрэгцээний түвшнээр нь эрэмбэлэн жагсааж харьцуулав. Тус судалгаанд 215 сургалтын менежер, 347 багш оролцсон бөгөөд үр дүнг Borich-ийн хэрэгцээний томьёоны дагуу excel программ ашиглан боловсруулалт хийж үзэхэд сургалтын менежерүүдээс авсан судалгааны үр дүнгээр мэргэжлийн ур чадвараа хөгжүүлэх хэрэгцээ их байгаа бол багш нараас авсан судалгааны үр дүнгээр сургалтын менежерүүдийнхээ бие хүний хөгжил, төлөвшлийн ур чадварыг хөгжүүлэх хэрэгцээ илүү өндөр байна.Түлхүүр үг: Мэргэжлийн хөгжил, Хэрэгцээ, Ур чадвар, Borich

Exploring the Nexus between Nutrition and Academic Performance in Secondary Education: A Case Study in Nyarushanje Sub County, Rukungiri District

The research investigated the impact of malnutrition on academic performance in secondary schools within Nyarushanja Sub County, Rukungiri District. Five schools Bwanga, Rubirizi, St. Peters, Bwanga High, and Nyarushanje High were involved. A total of 1,153 respondents, including head teachers, deputy head teachers, students, and parents, were considered. Sampling involved various methods: purposive, simple random, and stratified random sampling. Primary data came from questionnaires, interviews, and observations, while secondary data included existing literature from sources like magazines and textbooks. Demographic characteristics were assessed: 54% male, 46% female respondents; 36.7% single, 56.6% married, and 6.7% divorced respondents; and age distributions with a majority falling within the 21-30 age bracket. Regarding malnutrition's effects on academic performance, findings included causes such as poor balanced diet (30%), famine (18.3%), and digestive illnesses (16.7%)—and relationships, like cognitive functioning (33.3%) and the impact of iron and zinc on brain function. Proposed solutions to address poor nutrition encompassed providing balanced diet foods (33.3%), timely food availability (18.3%), government sensitization (21.7%), breakfast programs (15%), and support for needy families (3.4%). The study showed a significant correlation between malnutrition and academic performance, emphasizing the need for balanced diets, timely meals, educational initiatives, and government support to improve the nutritional status of students in Nyarushanja Sub County. Keywords: Nutrition, Malnutrition, Academic Performance and Education