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«INFLUENCE OF TEACHERS’ PROFESSIONALISM ON TEACHER PERFORMANCE IN BUSIRO COUNTY SECONDARY SCHOOLS, WAKISO DISTRICT BY MARGARET NABUKENYA BA (EDUC.) ...»

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INFLUENCE OF TEACHERS’ PROFESSIONALISM ON TEACHER

PERFORMANCE IN BUSIRO COUNTY SECONDARY

SCHOOLS, WAKISO DISTRICT

BY

MARGARET NABUKENYA

BA (EDUC.) Mak.

(2007/HD04/10605U)

A DISSERTATION SUBMITTED TO THE GRADUATE SCHOOL IN PARTIAL

FULLFILMENT OF THE REQUIREMENTS FOR AWARD OF MASTER

OF ARTS DEGREE IN EDUCATIONAL MANAGEMENT AND ADMINISTRATION

OF MAKERERE UNIVERSITY

MAY, 2010

DECLARATION

I, NABUKENYA MARGARET, hereby declare that this dissertation is an original work produced by me, and to the best of my knowledge, has never been presented to Makerere University or to any other institution for any award, where necessary I have acknowledged the different authors whose books and articles I have cited.

Signed: …………………………… Nabukenya Margaret Date: ……………………………… i APPROVAL I certify that NABUKENYA MARGARET carried out this study and wrote the dissertation under my supervision. The dissertation has been submitted for award of a Master of Arts Degree in Education Management and Administration, School of Education, Makerere University.

1. Signature: ………………………. 2. Signature: …………………….

Dr. Oonyu Joseph. Dr. Muwagga Mugagga Anthony.

Date: ……………………………… Date: …………………………...

ii DEDICATION I dedicate this dissertation to my beloved parents Mr. and Mrs. Muwonge Mukasa (R.I.P) for their parental love, zeal and the guidance given to me in my early years of academic life, to the Rt. Rev. Bishop Joseph Anthony Zziwa for his paternal love, spiritual, moral, and fiscal support, to Sr. Elizabeth Achieng without whose dear motherly care, love, concern, material and financial support I never would have achieved this degree. To my dear maternal uncle Professor Ignatius Kakande for his parental love, care, concern and financial support, to my dearest brothers and sisters, for their support and encouraging words all through my studies, and to all the members of the Little Sisters of St. Francis of Assisi in Central Region, who despite their meager financial resources, knew the value of education and sacrificed so much for me.

iii

ACKNOWLEDGEMENTS

I would like to acknowledge the contribution of the following people who have assisted me in a special way in carrying out this research work. First and foremost, I would like to extend my sincere and hearty gratitude to my two very supportive supervisors, namely, Dr. Oonyu Joseph and Dr. Anthony Mugagga Muwagga, for their critical reviews, expert advice, and regular availability to me throughout the course of my research work. I would also wish to thank the Regional Superior of Central region, Rev. Sr. Jane Frances Nakafeero, and the council members, for giving me an opportunity to pursue further studies and for financing my studies.

My sincere thanks are also extended to the Rt. Rev. Bishop Joseph Anthony Zziwa for his fatherly love and encouraging pieces of advice, and to Rev. Fr. Oscar M. Ssuuna for his brotherly advice and critical review of my research work.

I also extend a sincere thank you to Rev. Fr. Dr. Charles L. Mubiru, Rev. Fr. Henry Kasasa, Rev. Fr. Nicholas Kiruma, Bro. Anselm Nsemereirwe, Mr. Peter M. Ssenkusu, Dr. Enon, Musuubire Anthony, Mr. Walimbwa Michael, and Rev. Fr. Hilary R. Munyaneza, for their untiring efforts to ensure the completion of my dissertation by assisting me get the required information. I cannot forget my exemplary lecturer Dr. F.E.K Bakkabulindi for his great assistance and excellent academic pieces of advice. I owe a special debt of gratitude to Rev.

Fr. Simon Peter Kyambadde, Rev. Fr. Paul Kafeero, Rev. Fr. Achilles S. Mayanja, Rev. Sr.

Elizabeth Achieng, Rev. Sr. Immaculate Nabukalu, Rev. Sr. Agatha M. Muggwanya, Bro. J.

Bosco Ssenkabirwa, Prof. Ignatius Kakande, Prof. Mathias Ggingo, Dr. Maria Barifaijo, Dr.

Beatrice Sekabembe, Dr. Kaseneene E. Kaahwa J. Taddeo, Ssenkooto John, Mr. Kuloba Paul, iv Aunt Berna, the sisters in Iganga and Namilyango communities, and Mr. and Mrs. Ntaanda Fred whose all round support and encouraging words gave so much to the completion of this work. May God bless and reward them all.

I also acknowledge all the support given to me by all the lecturers in the East African Institute of Higher Education (School of Education, Makerere University) and by my classmates of Master of Arts Degree in Education Management and Administration 2007/2008 – 2008/2009.

I cannot forget the Brothers at Lamennais House, Makerere, my research assistants together with all the teachers, head teachers, deputy head teachers, members of BOGs, heads of disciplinary committees, and local government and educational officials who assisted me in gathering data from the field. Last but not least, I am very grateful to Mrs. Kamya Rose at the photocopier and Stella for their sisterly advice and assistance and all the Librarians in School of Education for their readiness to serve me at the issuing desk in the Library. To Dr. Beraho, Grand Hostel members, and my community members for the conducive residential services they gave me throughout my studies. May God bless you all.





–  –  –

v Declaration ………………………………………………………………………………. (i) Approval…………………………………………………………………………………. (ii) Dedication ……………………………………………………………………...………. (iii) Acknowledgement………………………………………………………………………. (iv) Table of contents……………………………………………...………………………… (vi) List of tables ……………………………………………………………………………..(x) List of figures ……………………………………………………………………..…… (xii)

Abstract

…………………………………………………………………………...…… (xii) CHAPTER ONE: INTRODUCTION……………………………………….…………1 Introduction……. …………………………………………………………….…..1 1.0 Statement of the problem ………………………………………………………...7 1.2

1.3 Purpose……………………………………………………………………………9

1.4 Objectives…………………………………………………………………………9 Research Questions ………………………………………………………………9

1.5A

1.5B Research Hypotheses……………………………………………………………..10 Scope of the study ……………………………………………………………….10 1.6

1.7 Significance of the study…………………………………………….…………...11 CHAPTER TWO: LITERATURE REVIEW…………………………..………..……13 Introduction …………………………………………………………..…………..13 2.0 vi

2.1 Theoretical Review……………………………………………….…………...….13 Conceptual Framework ………………………………………….…….…………14 2.2

2.3 Review of Related Literature………………………………….………………….16 2. 3.1 Teachers‟ Code of conduct and teacher performance ……….…………………...17 Teachers‟ Commitment and performance ………………….…………………….21 2.3.2 Teachers‟ perception of the code of conduct …………….………………………25 2.3.3 CHAPTER THREE: METHODOLOGY………………………………………...……29 Introduction …………………………………………………………………….…29 3.0

3.1 Research Design………………………………..…………………….……………29

3.2 Populations and Sample……………………………………………….……..……30 3.2.1 Population…………………………………………………………….………..….30 3.2.2 Sample and sample size…………………………………………….…………..…30 3.2.3 Sampling strategies……………………………………………….…..…………...32

3.3 Data collection instruments………………………………………….…………….34 3.3.1 Questionnaires……………………………………………………….…………….34 Interviews ………………………………………………………….…………......35 3.3.2 3.3.3 Documentary study…………………………………………………..……………35 3.3.4 Focus group discussion………………………………………………....…………36

3.4 Data quality control……………………………………………………………….37 3.4.1 Validity……………………………………………………………………………37 3.4.2 Reliability…………………………………………………………………………38

3.5 Data analysis…………………………………………………….………………...39 vii Quantitative data analysis………….…………..………………………………….39 3.5.1 Qualitative data analysis………………………………………….……………….41 3.5.2 3.6 Procedure and Ethical consideration…………………………………………….42

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS

–  –  –

4.0 Introduction………………………………………………………………............43 Background Information …………………………………………………………43 4.1 Teachers‟ professionalism………………………………………………...……...46 4. 2 4.2.1 Influence of the code of conduct and teacher performance

4.3 Teacher performance………………………………………………………….…..57 4.3.1 Planning……………………………………………………………………….…..57 4.3.2 Teaching……………………………………………………………………….….58 4.3.3 Assessment……………………………………………………………………..….60

4.4 Statistical analysis of the teachers‟ code of conduct and teacher performance……63 4.4.1 Hypothesis One………………………………………………………..………….63 Teachers‟ commitment on teacher performance………………………..………...64 4.5

4.6 Hypothesis Two…………………………………………………………...………80 Teachers‟ perception of the teachers‟ code of conduct on teacher performance….81 4.7

4.8 Hypothesis Three…………………………………………………………...……..91 CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMMENDATI…..92

5.1 Introduction……………………………………………………………………….92

5.2 Research Hypothesis One…………………………………………………………92 viii 5. 3 Research hypothesis Two…………………………………………………………98 5. 4 Research hypothesis Three………………………………………………..……..103 Study Conclusion ………………………………………….…………………….109 5. 5 5. 6 Recommendations……………………………………………………………….110 REFERENCES

APPENDICES Appendix A: Questionnaire for Secondary School Teachers in Busiro County, Wakiso District

Appendix B: Interview guide for secondary school head teachers and their deputies on teacher professionalism and teacher performance..................126 Appendix C: Questions for the teachers‟ focus group discussions on teacher professionalism and teacher commitment

Appendix D: Structured Interview for members of the Board of Governors

–  –  –

and teacher performance

Appendix E: Budget for the Study………………………………………..……………132 Appendix F: Frequency Tables………………………………………….…….……….142 Appendix G: Map of Wakiso District……………………………………..….….……..143

–  –  –

ix Table 3.1: Nature of the sampled schools……………………………….

..………….31 Table 3.2: The target and actual study population………………………...…………32 Table 3.3: Documents availed by schools……………………………….…...………36 Table 4:1 Background information of teacher respondents………………………….44 Summary of teachers‟ self rating on the code of conduct………..….……47

Table 4.2:

Summary of teachers‟ responses on planning…………………..….……..57

Table 4.3:

Summary of teachers‟ responses on teaching ……..……………………..58

Table 4.4:

Summary of teachers‟ responses on assessment…………………...……..60

Table 4.5:

Pearson‟s Correlation coefficient on the code of conduct and

Table 4.6:

teacher performance ………………………………………………………63 Summary of teachers‟ responses on commitment…………………...……64

Table 4.7:

Head teachers and deputies‟ responses on how teachers‟

Table 4.8:

commitment can be enhanced……………………………………………..69 Respondents‟ views on how they maintain the pride their

Table 4.9:



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