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All Journal International Journal of Humanities, Management, and Social Science (IJ-HuMaSS) Journal of Humanities and Social Science (JHASS)
Silaji, Turyamureeba
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Arts Humanities Education Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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Examining the Relationship Between Teachers' Qualifications and Students' Academic Performance Tugume, Geoffrey; Silaji, Turyamureeba; Eze, Chidinma Esther; Eze, Val Hyginus Udoka
Journal of Humanities and Social Sciences (JHASS) Vol 6 No 2: August 2024
Publisher : Lamintang Education and Training Centre, in collaboration with the International Association of Educators, Scientists, Technologists, and Engineers (IA-ESTE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36079/lamintang.jhass-0602.634

Abstract

This study delves into the intricate relationship between teacher professionalism, adherence to the code of conduct, commitment, and their overall performance in both classroom settings and extracurricular activities. The findings reveal a clear and significant correlation between high levels of professionalism and strict adherence to the code of conduct with exceptional performance in various teaching duties. This suggests that teachers who uphold these standards are more likely to excel in their roles. Interestingly, the study uncovers an unexpected result: there is no significant relationship between teacher commitment and their performance outcomes. This discrepancy challenges conventional expectations, indicating that commitment alone may not directly influence performance levels. Despite this, the research underscores the profound impact that teachers' attitudes—whether positive or negative—have on their overall effectiveness and performance. A noteworthy observation from the study is the positive attitude of a substantial number of participants towards the teacher code of conduct. This positive disposition towards the code is likely to contribute to enhancing performance and upholding professional standards. Overall, the study highlights the crucial role of professionalism and adherence to conduct in achieving high performance, while also recognizing the need for a broader understanding of how commitment and attitude interplay in educational settings.
School Environment and Retention of Learners with Disabilities in Universal Primary Schools in Kasese District Kyakimwa, Sarah; Muhammad, Tukur; Wanjala, Gidraf Joseph; Kimani, Wilson; Silaji, Turyamureeba; Eze, Val Hyginus Udoka
International Journal of Humanities, Management and Social Science (IJ-HuMaSS) Vol 7 No 2: December 2024
Publisher : Lamintang Education and Training Centre, in collaboration with the International Association of Educators, Scientists, Technologists, and Engineers (IA-ESTE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36079/lamintang.ij-humass-0702.782

Abstract

This study investigates the relationship between the school environment and the retention of learners with disabilities in Universal Primary Schools (UPS) within Kasese District, Uganda. Employing a descriptive research design integrating quantitative and qualitative methodologies, the study examines three main objectives: the impact of teacher support, school infrastructure, and school relationships on the retention of learners with disabilities. A total of 154 respondents, including teachers, head teachers, and pupils from six selected UPS, participated in the study. Data collection involved self-administered questionnaires, interviews, and focus group discussions. Findings reveal various home-related factors influencing the retention of learners with physical disabilities, such as poverty, negative parental attitudes, and lack of essential self-help skills training. Despite respondents indicating moderate levels of school attendance and retention for learners with disabilities, enrolment and retention rates remain significantly lower compared to non-disabled peers. The study underscores the need for collaborative efforts among government bodies, school administrators, teachers, parents, and other stakeholders to implement sustainable measures aimed at improving the school environment and enhancing retention for learners with disabilities.
Co-Authors Eze, Chidinma Esther Eze, Val Hyginus Udoka Kimani, Wilson Kyakimwa, Sarah Muhammad, Tukur Tugume, Geoffrey Wanjala, Gidraf Joseph