School Based Factors and Teacher Effectiveness in Selected Government Aided Secondary Schools in Arua District, Uganda

ABSTRACT Most Education professional agree that one of the most important factors for the promotion of learning in a school situation is the teacher who does his work in the school by interacting with students, colleagues, the school administrators and parents. The teacher also uses school facilities in the execution of their duties in order to be effective in their duties. The major problem this research has attempted to address is whether a relationship exists between school based factors and the effectiveness of the teacher. A teacher who is effective improves on the academic achievement of the students. It would be of paramount importance to have very effective teachers in schools. The research was basically a Descriptive Correlational study of the relationship between school based factors and the effectiveness of teachers in some selected Government Aided secondary schools in Arua District. The investigation has used both qualitative and quantitative approach. The qualitative approach has been used to describe the researcher’s observations during the survey. The major finding in this study is that there seems to be a high level of correlation between the reviewed school based factors and the effectiveness of the teacher. The major school based factors that have been looked at are limited to school level organisation and leadership (school administration), availability and utilisation of resources, student discipline and student attitude towards studies. Teachers seem to be more effective in an environment where school facilities are adequate, students are disciplined and have interest in learning and where the school administration is supportive of the needs of the teachers. Therefore, it is incumbent upon all the stakeholders of schools to ensure that these factors are in place for our academic achievement among the students can begin to improve.

TABLE OF CONTENTS

Declaration A

Declaration B

Approval Sheet Ii

Abstract iv

Acknowledgements v

Dedication

Table of contents vii

Chapter Page

c~ ne THE PROBLEM AND irs SCOPE0 0000 no a no a no a Ca a no non oat, a a an a ann anal

Background of the Study 1

Statement of the Problem 3

Purpose of the Study 4

Research Objectives 4

Research Questions 5

Hypothesis 5

Scope 5

Significance of the Study 6

Operational Definitions of Key Terms 7

Two REVIEW OF RELATED LITERATURE 8

Concepts, Opinions, Ideas from Authors/Experts 8

VII

Theoretical Perspectives ~g

Related Studies 10

Three METHODOLOGY 15

Research Design 15

Research Population 15

Sample Size 15

Sampling Procedure 18

Research Instrument 18

Validity and Reliability of the Instrument 18

Data Gathering Procedures 19

Data Analysis 19

Ethical Considerations 19

Limitations of the Study 20

Four FIr~DI~JGs.,,., a...aa.

Respondent Profiles 21

School based Factors 23

Teacher Effectiveness 26

Relationship between school based factors and Teacher

Effectiveness 28

Five DISCUSSION AND CONCLUSION

Respondent Profiles 30

School based Factors 32

VI I I

Teacher Effectiveness ~

Relationship between school based factors and Teacher

Effectiveness 38

Conclusion 39

Recommendations 41

References 43

Appendices

Appendix I - Transmittal Letter

Appendix II - Clearance from Ethics Committee

Appendix III - Informed Consent

Appendix IV - Research Instrument

Appendix V - Proposed Data Presentation Through Tables /Graphs

Appendix VI - Time Frame

Researcher’s Curriculum Vitae