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All Journal International Journal of Multidisciplinary: Applied Business and Education Research Journal of Research in Education and Pedagogy
Mugizi, Wilson
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Medicine & Pharmacology Social Sciences

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Effect of the Directive and Non-directive Inspection Approaches on Teach-er Instructional Effectiveness in Government- aided Primary Schools in Nakisunga County, Uganda Ntege, Joseph Lubwama; Kasule, Geirge Wilson; Owino, Phillip; Mugizi, Wilson
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.05.17

Abstract

This study investigated the effect of the directive and non-directive school inspection approaches on teacher instructional effectiveness. While teacher instructional effectiveness was studied in terms of reporting on pupil academic achievements, teacher attitudes, effective planning, attendance and pedagogical approaches, the directive School inspection approach was studied in terms of directing and evaluation of teacher knowledge yet the non-directive approach was studied in terms of team planning and consultations. A cross-sectional survey mixed research design using the quantitative and qualitative approaches on a sample of 178 people namely teachers, head teachers, school inspectors and education officers was adopted. While quantitative data was collected using survey questionnaires and analysed using inferential analysis, qualitative data was collected through interviews, focus group discussions and analysed by grouping the responses in themes which were merged with quantitative findings. The findings showed that all the attributes of directive inspection approach were positively insignificant to teacher instructional effectiveness explaining that they had no impact on teacher instructional effectiveness. Similarly, team planning had a positive and insignificant relationship meaning that it had no effect on teacher instructional effectiveness. In conclusion, only team planning had effect on teacher instructional effectiveness and consultation did not have any effect. It was recommended that school inspectors should use the non-directive inspection approach because of sub-variable team planning that had a positive effect on teacher instructional effectiveness.
Effect of the Collaborative School Inspection Approach on Teacher Instruc-tional Effectiveness in Government-aided Primary Schools of Nakisunga County, Mukono District, Uganda Ntege, Joseph Lubwama; Wilson, Kasule George; Mugizi, Wilson; Phillip, Owino
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 5 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.05.19

Abstract

The study investigated the effect of the collaborative school inspection approach on teacher instructional effectiveness in government-aided primary schools in Nakisunga County, Mukono district, Uganda. Teacher instructional effectiveness was studied in terms of reporting on pupil academic achievements, teacher attitudes, effective planning, attendance and pedagogical approaches. Collaborative school inspection approaches were studied in terms of support supervision, feedback, trust and respect. The study adopted a cross-sectional survey mixed research design which used both quantitative and qualitative approaches on a sample of 178 people that included teachers, head teachers, school inspectors and education officers, all from Nakisunga County, Mukono district. While Quantitative data was collected using self-administered survey questionnaires, qualitative data was collected using interviews and focus group discussions. Data collected quantitatively was analysed using inferential analysis yet qualitative data was analysed by grouping the responses from the head teachers, school inspectors and education officers in themes which were merged with quantitative findings. The findings showed that all the sub-variables of the collaborative school inspection approach were positively significant to teacher instructional effectiveness. It was concluded that the collaborative school inspection approach has impact, on teacher instructional effectiveness. Therefore, it was recommended that because the collaborative school inspection approach has impact on teacher instructional effectiveness it should be used in government-aided primary school inspection activities always and vigilantly because all its sub-variables were positively significant to teacher instructional effectiveness.
Communication and Organisational Effectiveness in Selected Public Universities in Uganda Turyahikayo, Wilberforce; Mugizi, Wilson
Journal of Research in Education and Pedagogy Vol. 2 No. 3 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i3.77

Abstract

Organisational effectiveness is critical for universities as it enhances stakeholder satisfaction, improves employee relations, streamlines business processes, promotes learning and development, and contributes to overall institutional success. However, achieving organisational effectiveness has remained a significant challenge for public universities in Uganda. This study examined the influence of communication on organisational effectiveness, focusing on how communication structure, flow, climate, and message characteristics influenced organisational effectiveness. The study adopted the quantitative approach; hence, a correlational research design was employed in this study. The study focused on a sample of 231 university managers, which included a diverse group of both academic and administrative leaders from four public universities in Uganda. The carefully selected study participants represented the various levels of management within the institutions, ensuring a comprehensive perspective on the role of communication in organisational effectiveness. The data were gathered using self-administered questionnaires capturing detailed information on various aspects of communication, including structure, flow, climate, and message characteristics, and organisational effectiveness in terms of productivity, adaptability, and flexibility. The findings from the descriptive analysis revealed that while organisational effectiveness was moderate, communication levels were high. The PLS-SEM results showed that communication structure, flow, and climate had a significant positive effect on organisational effectiveness. The study concluded that a well-defined communication structure is essential for effective organisational effectiveness, effective communication flow involving smooth information exchange is crucial for organisational effectiveness, and an organisational climate that fosters effective information exchange is essential for organizational effectiveness. Therefore, university managers should focus on creating a clear communication structure, ensuring the smooth flow of information, and cultivating a conducive communication climate to promote organisational effectiveness. The implication of this study is that it underscores the importance of a well-defined communication structure, effective communication flow, and positive communication climate as essential components that can significantly enhance organisational effectiveness in universities.
Co-Authors Kasule, Geirge Wilson Ntege, Joseph Lubwama Owino, Phillip Phillip, Owino Turyahikayo, Wilberforce Wilson, Kasule George