Abstract: Competency-based Curriculum (CBC) has been implemented in various educational systems around the world, including Uganda, with the aim of improving the quality of education and preparing students for the demands of the 21st century. This paper analyzed the implementation of competency-based curriculum in the Luganda language classroom in selected secondary schools in Rubaga Division, Kampala district. The study was guided by the multiple causation model and a case study design alongside a qualitative approach as reflected in both data collection and analysis. This study was carried out in five secondary schools in Rubaga division, Kampala district, Uganda. . Data was collected using Focus Group Discussions, interview guides and documentary review method. The data was analyzed and the findings showed that awareness of the competency-based learning practices among teachers requires effective use of information and communication technologies for teaching and to engage teachers more in planning within evaluative and accountability frameworks. The study revealed the need for effective implementation of CBC to strengthen various language competencies among students, because these competencies are necessary in society which adopt various language competencies among learners. The challenges encountered are inevitable but there must be collective effort to address them. Therefore, the study recommended that the Luganda teachers in secondary schools in Rubaga Division should be trained more in regard to CBC implementation and be provided with adequate teaching–learning materials. In addition, the funding should be strengthened to ascertain effectiveness of the implementation process.

Abstract: Transitioning to school is a significant developmental milestone for young children, and it is seen as a crucial “sensitive period” for future academic success. Despite the potential for such programs to have broad effects, little is known about the effects of intervention tactics in early childhood education programs on school preparation. This paper aimed at finding out the influence of social interaction interventions used by teachers on school readiness among pre-primary learners in Konoin Sub-County, Kenya. The study used descriptive survey design and targeted 312 pre-primary school teachers and 5 Ward Education Coordinators. A sample size of 172 teachers and 5 Ward Education Coordinators was used. Questionnaires and interview guides were used to collect data. Expert judgement was used to ascertain the validity while reliability was ascertained through piloting and use of Cronbach Alpha Coefficient. Quantitative data was analysed using frequencies, percentages and Pearson Correlation analysis. Qualitative data were thematically analyzed. The analyzed information was presented in tables and Figures. The study found out that there was a significant correlation between social interaction interventions (r = .278; p = .000), and school readiness. The study concluded that social interaction interventions influenced learners’ school readiness. For effective pre-school readiness, instructional support needs to be tailored to the needs of each child by the teachers, considering their strengths, interests, and learning styles. The study findings would enable early childhood education teachers to learn how to introduce learners to the school learning process by assisting them to adjust to a different environment from home.

Abstract: According to the current study, pre-primary and primary teachers who are not trained in educational psychology can benefit from training, which will enhance their ability to teach and increase student engagement and outcomes. Data were gathered from elementary school instructors, both qualified and non-certified. An open-ended questionnaire with a set of questions was given to 12 participants in order to gather information for thematic analysis. These participants were selected since they teach as uncertified teachers. The goal of the study was to determine how educational psychology training programs affect the quality of instruction provided to uncertified pre-primary and primary teachers in Rwanda. Interviews with all study participants were done in order to assess changes in teaching methods, student participation, and general educational quality following the implementation of educational psychology training. These interviews were followed by observations made in the classroom. The positive impacts of such training on teachers and students show the need of such training in tackling the educational challenges faced by uncertified instructors.

Abstract: This paper established factors leading to the pre-service education student’s choice of teaching as a career. The third and fourth year pre-service education students from six public and private universities in Kenya were the respondents. Concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered using questionnaires and interviews. In data analysis, frequencies, means and standard deviation were used. The study established that the following factors affected pre-service education student’s decision to become teachers. (i) Fallback, (ii) External factors, (iii) Self-concept (iv) Altruistic reasons (v) Extrinsic reasons and (vi) Intrinsic motivation. The findings established that all the influential factors were important to the pre-service education students to join the teaching profession. None of the influential factors was very important to their decision to choose teaching as a career. The pre-service education students pointed out that their high school grade is what really determines their career path. Fallback as one of the influential factors was found to have been slightly important in their decision to enter the teaching profession.

Abstract: This study investigated the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region, Tanzania. Objectives were to; assess the status of teachers’ performance in public secondary schools and determine the influence of school heads’ motivation strategies on teachers’ performance in public secondary schools in Arusha Region. Motivation management and Walberg’s achievement theories guided the study. Mixed methods approach and concurrent triangulation research design were adopted. Questionnaires and an interview guide were used to collect data from 88 teachers and 8 school heads. Stratified and simple random sampling techniques were employed to select teachers while school heads were purposively sampled. Validity was established through expert judgment. The reliability index, TQ; r=0.78for questionnaire was obtained using Split Half method. Quantitative data were analyzed using descriptive statistics and inferentially using Pearson’s Product Moment Correlation Analysis in the SPSS version 23. Results were presented in tables. Qualitative data were thematically analyzed alongside research questions and presented in narrative forms. Findings established that many teachers were not able to cover syllabus in time which occasioned low CSEE performance, partly attributed to inadequate motivation strategies adopted by school heads. In conclusion, any form of motivation plays an important role in improving teachers’ timely syllabus coverage and improved students’ academic performance. The study recommends that school heads should create new strategies for motivating teaching staff to boost their morale. Education stakeholders should provide funds to provide conducive working environment through comfortable accommodation, accessible healthcare services and security.

Abstract: The purpose of the study was to explore the influence of perceived school culture on teachers’ job performance in government aided secondary schools in Sheema municipality, Uganda. The study was quantitative and adopted a cross-sectional survey research design. A self-administered questionnaire was used to collect data from 252 respondents using census strategy. Descriptive statistics were used to analyze objectives 1 and 2. Pearson Correlation Coefficient was used to test the relationship between perceived school culture and teachers’ job performance. The study findings revealed that 77.4% of the teachers reported strong school culture and 22.6% reported moderate levels of school culture. It was revealed that 91.2% of teachers reported high levels of job performance while 8% reported moderate levels of job performance. The study established that positive significant relationship exists between perceived school culture and teachers’ job performance (r = .29, p ˂ .01). The findings agree with studies conducted by Bukhuni and Iravo (2015), Edelstein (2012) and Kamaroellah and Mubarak (2019). The study findings, however, disagree with Ghanney et al (2017). The study recommended that the ministry of education should come up with clear training programs for teachers to teach them about the vitality of upholding strong school cultures in their schools to boost job performance.

Abstract: This study focused on the contribution of teachers’ classroom management skills on students’ behaviour in public secondary schools in Arusha city. The study assessed how teachers’ classroom management skills affect students’ behaviour and explored strategies for improving teachers’ classroom management skills. The study was guided by behavioural modification theory. A convergent mixed methods design was used, involving both quantitative and qualitative data collection. Questionnaires were administered to 40 teachers and 55 students selected using simple random sampling while interviews were conducted to 5 discipline teachers purposively selected. The research instruments’ validity was ensured by experts. Reliability (r=0.9) was established with a Cronbach coefficient alpha method. Quantitative data were analyzed using descriptive statistics in the SPSS and results were presented in tables and figures. Qualitative data were analyzed through thematic coding and content analysis. The study found that effective language use, communication, reinforcement, and teacher-student relations are crucial teacher classroom management skills that with proper management significantly influenced students’ behaviour leading to reduced disruptive behaviours among students. The study recommended adopting strategies like using proper language, effective communication, positive reinforcement, and fostering better teacher-student relations to improve classroom management skills. In conclusion, teachers’ classroom management skills significantly impact on students’ behaviour in public secondary schools in Arusha city. The study advocates for employing a variety of classroom management skills such as combination of authoritative and supportive approaches to manage classrooms and enhance students’ behavioural outcomes in order to create a conducive learning environment and positively influence students’ behaviour in secondary schools.

Abstract: The absence of diverse teams among teachers might restrict students’ access to a comprehensive learning environment that fosters inclusivity, cultural understanding, and adaptability, impacting their overall academic performance and preparedness for a diverse global landscape. The purpose of this study was to investigate the influence of open communication by principals on performance of Kenya Certificate of Secondary Education Examinations in public secondary schools in Nandi County, Kenya. The study was anchored on the theory of educational productivity. The study adopted a descriptive survey design. The target population was 3388, comprising five sub-county education directors, 236 principals and 264 deputy principals, and 2883 teachers. The sample size was 339 respondents. Stratified and simple random sampling was used into select the respondents. This research used questionnaires and interview schedules to collect data. The quantitative data collected were analyzed using descriptive and inferential statistics using statistical package for social science (SPSS) computer software (Version 25). Descriptive statistics used were frequencies, percentages, mean, and standard deviation. Inferentially data were analyzed using Pearson correlation coefficient and regression analysis. The study established a positive significant correlation between principals’ diverse teams’ development and performance of Kenya certificate of secondary education examinations. (β5=0.494, p=0.000). The study therefore recommended that school leaders actively prioritize and invest in fostering diverse teams within secondary school settings. Principals should actively seek to build teams comprising individuals with diverse backgrounds, experiences, skill sets, and perspectives. This entails creating inclusive recruitment and retention strategies that embrace diversity in both teaching and non-teaching staff.

Abstract: This study was conducted to assess the contribution of teaching practice (TP) assessment feedback on enhancing teaching competency among trainee teachers in Arusha region. Specifically, the study investigated the influence of TP assessment feedback on enhancing competency among teacher trainees and the best ways to provide TP assessment feedback to enhance competency among teacher trainees. The study was grounded in performance feedback theory. A mixed methods approach was adopted whereby the study targeted teacher trainees and tutors in the teacher training colleges. Stratified and purposive sampling methods were used to select the study sample of 86 respondents: 10 tutors and 76 teacher trainees. Data was collected using questionnaires, interviews and group discussion. Research experts validated the instruments while reliability (r=0.91) was estimated using the test-retest method. Descriptive statistics were used to analyze the quantitative data in the SPSS version 25 while qualitative data were analyzed in themes and presented in words supported by direct quotations. Key findings highlight that TP assessment feedback influence competency among trainee teachers. In conclusion, TP assessment feedback develops effective teaching competency, provides valuable insights into teaching practice, identify areas for improvement, reinforce good TP, build trainee teachers’ confidence, reveal what has been done well and encourages them to continue doing it and increasing teaching morale among trainee teachers. This study recommends development of clear guidelines and standards for providing TP feedback by allocating adequate resources, creating conducive policies that support and guide trainers to deliver comprehensive feedback systems that enhances teaching competence.

Abstract: This study examined the relationship between in-serviced and non-in-serviced teachers on the effectiveness of teaching performance in public secondary schools in Arusha City Council, Tanzania. Correlation survey and Sequential Explanatory Designs were adopted. A sample size of 116 involving 8 school heads, purposively sampled while 54 in-serviced teachers (IST) and 54 non-in-serviced teachers (NIT) were sampled using both stratified and simple random sampling. Questionnaire and interview guide were drawn to collect quantitative and qualitative data respectively. Split Half method was used to determine the reliability of the questionnaires and the correlation coefficient value of 0.88 for IST’s questionnaire and 0.90 for NIT’s questionnaire was reported. The hypothesis was tested using Chi-square (χ2) at 0.05 significance level. For first hypothesis, there was significant relationship between performance of in -serviced teachers and non-in-serviced teachers {χ2 (2) = 23.286, p = 0.000}. For hypothesis two, there was significant relationship between subject competency of in-serviced teachers and non-in-serviced teachers {χ2 (2) = 7.836, p = 0.020}. Since the p-value was less than the significance level (0.05) in both tests, the null hypothesis was rejected and alternative hypothesis was accepted. In conclusion, IST acquires knowledge and skills in management of human, material, time and financial resources. Therefore, the study recommends a need for in-service teacher training because it brings attention towards constantly modernizing and updating the professional skills and knowledge of teachers.