Stakeholders’ Perspectives on Correlates of Academic Underachievement in Public Primary Schools in Iganga District, Uganda

Waiswa Mark Michael & Benson Kinuthia – University of Eastern Africa, Baraton, Kenya

Received July 16, 2020; Revised July 29, 2020; Accepted July 31, 2020

Abstract: This study investigated stakeholder’s perspectives on the cause of academic underachievement in public primary schools comparing views of the different stakeholders in Iganga District. The objective was to relate the wide clear understanding of the causes by the affected people for a positive remedy. Data was obtained from 428 respondents using purposive and cluster sampling techniques. The data gathering tools included interview guide, observation check list and document analysis. A causal-comparative relationship design was used to obtain predominantly qualitative findings. This approach was helpful in getting in-depth views of individuals concerning academic underachievement. Findings revealed, Leadership Ability of the Head teacher, regular teacher/ pupil absenteeism at school, parents’ negative attitude and value of education, level of education and roles and school managers and teacher time on task. The recommendations of the study include; capacity building for head teachers and teachers, improvement in school funding by government, provision of current policy for school management committees, providing teacher accommodation at schools and improvement in teacher welfare/ salaries.