Interdisciplinary of Education cuts across various disciplines in education profession. It is managed by the Faculty of Education and published twice a year by Islamic University in Uganda. Open Access There are no fees payable to submit or publish in this journal. All articles in IJE can be accessed openly. Aims and Scope Interdisciplinary Journal of Education aims at generating and disseminating scientific knowledge among researchers, practitioners, administrators and policy makers so as to strengthen capacity; improve the quality of teaching and learning in educational institutions; and champion social transformation through educational reform. The journal welcomes empirical and theoretical articles on the theory and practice of education locally and internationally. Scholars are invited to submit manuscripts on topics in the following disciplines: Educational Psychology, Research and Evaluation History, Philosophy and Sociology of Education Curriculum and Instruction Educational Management and Administration Islamic and Comparative Education
Copyright (c) 2025 https://creativecommons.org/licenses/by-nd/4.0
Children’s Fiction as a Tool for Instruction
Over the years, Uganda has witnessed a decline in the quality of education in schools. The problems range from the mode of instruction and community involvement to laxity and poor inspection from quality assurance and standards officers from the Ministry of Education and Sports. Using the pedagogical/instruction flaws in Mr Mukibi’s fictional school as a starting point for reflection, this article explores how Barbara Kimenye’s Moses Series can be utilized as a tool to improve the quality of education in Ugandan schools. I focus on three major pedagogical flaws as depicted in the series: Failure to make the formal curriculum attractive to students; the ill-guided focus on discipline as the primary goal of education; and the poor supervision of schools by the Ministry of Education and Sports. The argument I advance in the paper is that there are many lessons that teachers, school administrators and government officials in charge of education can learn from the Moses series to help them improve the quality of education in the country. Data for the article was collected through a close reading of selected storybooks in the Moses series (Moses and Moses in Trouble) and a review of relevant secondary materials. Data analysis involved identifying the themes that emerged from the data collected regarding the pedagogical flaws depicted in the primary texts (Moses and Moses in Trouble).
Salary Disparity and Teacher Demotivation
This study explores how the salary disparity between STEM and non-STEM teachers in Uganda’s secondary school system demotivates the latter group. Guided by Equity Theory by John Stacey Adams (1963), updated by Aisa et al. (2024), which asserts that individuals are motivated by fairness in the distribution of rewards and outcomes, this study employed a qualitative exploratory research design to examine the experiences of non-STEM teachers regarding salary disparity (Creswell, 2013). It relied exclusively on secondary data sources which included newspaper articles, official Ministry of Education and Sports documents, budget speeches, government commission reports and Uganda National Teachers Union (UNATU) reports among others. Data was analyzed using thematic content analysis based on ethical considerations to emphasize credibility, relevance and currency. The findings reveal diminished morale, career decisions for early retirement, increasing levels of inferiority complex and a sharp divide and weakened inter-personal relations between STEM and non-STEM teachers among others. The study recommends an urgent harmonization of the salaries of STEM and non-STEM teachers by the Government of Uganda to undo the demoralization of the latter group.
Makerere University’s Research-Led Agenda through the Lens of the Service Marketing Triangle
Using the Service Marketing Triangle framework, this study analysed Makerere University’s external, internal, and interactive marketing of its research-led agenda to identify key misalignments. A narrative literature review design was employed to synthesize theoretical and empirical studies, policy documents, institutional repositories, and reports accessed through major online databases. The findings show that externally, Makerere University deploys its strategic plan, research policy, branding initiatives, and communication strategies to articulate a research-led value proposition. Internally, the university invests in staff training, motivation, and a research-enabling environment. Interactively, academic staff provide graduate supervision and mentorship, generate research outputs, and engage in knowledge creation and collaboration. However, significant misalignments persist, including overloaded, under-resourced, and demoralized staff operating within research-inefficient systems as they supervise graduate students, manage research grants, and collaborate with partners. These gaps weaken the university’s impact on students, government, policymakers, donors, and communities. The study recommends that Makerere University improves recalibration of its external, internal, and interactive marketing efforts to align the research-led agenda with stakeholder expectations.
Copyright (c) 2025 Badru Musisi https://creativecommons.org/licenses/by-nd/4.0
Effectiveness of A Group Cognitive Behavioural Therapy Intervention for Sexualized Muguka Use Among Adolescents and Youth in Kenya
The use of behavioural interventions against problem khat use remains understudied. This study tested the effectiveness of a group cognitive behavioural intervention among regular muguka (a variant of khat) users’ frequency of use, sex-related beliefs and risk perception among others. A mixed-method design incorporating a pretest-posttest quasi-experimental approach and individual interviews was used on a sample of 249 regular muguka users. After a pretest, a 12-week cognitive behaviour intervention was administered once a week. A posttest was administered immediately after the intervention. In addition, 27 conveniently sampled participants were targeted for individual interviews. Results indicate significant changes in protected sexual intercourse, risk perception and cognitions at Time 2. Significant reduction in frequency of muguka use was also reported at Time 2. The study provides a proof of concept of the effectiveness, feasibility and acceptability of a cost-effective community-level behavioural intervention for muguka use.
دمج القيم الإسلامية في دراسات اللغة العربية
تبحث هذه الورقة في كيفية دمج القيم الإسلامية في دراسات اللغة العربية، مع التركيز على تدريس النحو العربي كنموذج عملي. اللغة العربية، بقوّة ارتباطها بالتراث الإسلامي، هي بمثابة أداة حيوية لفهم النصوص الإسلامية التأسيسية، بما في ذلك القرآن والحديث. وعليه، فإن دمج القيم الإسلامية في الدراسات العربية لا يؤدي إلى تعزيز الكفاءة اللغوية فحسب، بل يعزز أيضًا الهوية الثقافية والروحية الإسلامية في شخصيات المتعلمين. ومن خلال استخدام النحو العربي نموذجا، توضح هذه الدراسة كيف يمكن ربط القواعد النحوية والتراكيب اللغوية بالمبادئ الإسلامية. تستخدم الدراسة المنهج التحليلي للنصوص اللغوية والدينية والنظريات التعليمية. يتم استخلاص الأمثلة العملية من النصوص القرآنية والحديثية والسياقات المعاصرة لتوضيح كيف يمكن لدروس النحو أن تتضمن المفاهيم الأخلاقية الإسلامية، مثل العدالة والتواضع والاحترام. تشير النتائج إلى أنه يمكن تضمين القيم الإسلامية في تعليم اللغة العربية من خلال عناصر المنهج، وأن ذلك يعزز تجربة تعليمية تكاملية تربط المهارات اللغوية بالتطور الأخلاقي. يوفر هذا النموذج للمعلمين إطارًا يهدف إلى تنسيق تعليم اللغة مع الأهداف الأوسع للإثراء الثقافي والروحي
التكامل المعرفي في المدارس الإسلامية الأهلية
مرّ التعليم الإسلاميّ (المدارس الإسلامية الأهلية)، في تنزانيا بمراحل مختلفة ممّا ساعد في المحافظةعلى الثقافة الإسلامية وهوية المسلم فيها. تناولت الدراسة مشكلة نظام التكامل المعرفي في المدارس الإسلامية الأهلية بمدينة كندوى في تنزانيا، وذلك بدراسة واقعها الحالي وبيان مكامن قوّتها وضعفها والتحديات التي تواجهها؛ لرفع مستوى التعليم في المداس وخاصة في جانب التكامل المعرفيّ، استخدم الباحث المنهج الوصفي والتحليلي والدراسة الميدانية، وتوصلت الدراسة إلى أن المدارس الإسلامية الأهلية في كندوى ما زالت تدرّس العلوم الشرعية واللغة العربية فحسب، وتهمل العلوم الكونية الحديثة والمهارات المعاصرة المختلفة، وأن المدارس الإسلامية الأهلية في كندوى ليس لها نظام ومنهج موحّد، بل كلّ مدرسة لها منهجها، وكذلك لا تمنح أيّ شهادة تعليمية لطلابها، ولا يمكن توظيف متخرجيهافي الوظائف الحكومية، ولا تؤهّلهم للاتحاق بالمعاهد الثانوية، ولا الجامعات داخل تنزانيا وخارجها لمواصلة الدراسة
Digital Libraries as Catalysts for Transdisciplinary Knowledge Integration in Islamic Scholarship
Digital libraries are transforming higher education, especially by improving access to scholarly resources, conserving intellectual culture and facilitating research collaboration. They provide a unique experience in Islamic universities to incorporate classical Islamic epistemologies with the paradigms of contemporary sciences, and thus facilitate the synthesis of knowledge across disciplines. In this paper, the role of digital libraries in such integration is explored, especially in Islamic higher education institutions in Africa and Asia, where the digital innovation is very likely to be hampered by the infrastructural and policy constraints. A systematic literature review (SLR) of peer-reviewed articles, conference proceedings, and institutional reports was carried out; thematic analysis was used to reveal the trends in digital library infrastructure, knowledge integration, and interdisciplinary collaboration. Results show that digital libraries increase access to varieties of resources, perpetuate Islamic intellectual traditions and cross-disciplinary research. Nevertheless, the lack of infrastructural capacity, the interoperability, and digital illiteracy has been hindering their capacity. Investments in the field of AI-enhanced knowledge management, the interoperability of metadata, open-access projects, and human capacity building are thus important. The paper offers a contribution to the body of knowledge by providing information on the changing role of digital libraries in the promotion of Islamic knowledge synthesis and transdisciplinary research during the digital age.
Islamic Finance and Socioeconomic Empowerment, Lessons for Uganda
Despite ongoing global and national efforts to promote inclusive development, socioeconomic empowerment in Uganda remains limited, particularly among marginalized groups. This review synthesizes global evidence on Islamic finance and extracts key lessons that can inform Uganda’s efforts to enhance socioeconomic empowerment through ethical and inclusive financial systems. Employing a Systematic Literature Review (SLR) guided by the PRISMA framework, the research synthesizes evidence from 48 peer-reviewed articles published between 2022 and 2025. The review highlights core Islamic finance principles—namely the prohibition of riba (interest), promotion of risk-sharing, and adherence to ethical and socially responsible practices—as foundational drivers of inclusive finance, poverty alleviation, and sustainable development. Despite Uganda’s recent regulatory reforms aimed at integrating Islamic finance into its financial system, actual uptake remains limited. This is largely attributed to persistent structural barriers, gaps in legal infrastructure, and low levels of public awareness and financial literacy regarding Islamic finance models. The findings reveal that Islamic finance, rooted in the objectives of Maqasid al-Shari'ah, holds promise in enhancing financial inclusion, entrepreneurship, and community resilience. However, successful integration requires context-sensitive implementation, robust Shariah governance, public awareness, and supportive legal infrastructure. The study concludes by recommending a dual financial system and strategic use of technology to scale ethical finance models like Islamic finance that align with Uganda’s Vision 2040 and the Sustainable Development Goals.
Promotion of Islamic Succession Law in Arua Muslim District, Uganda through Transdisciplinary Research
The study aimed to investigate the application of transdisciplinary research in promoting Islamic succession law in Uganda, highlighting its opportunities and challenges. The study was vital because the Uganda Muslim Supreme Council (UMSC) rejected the Succession Act of Uganda as contrary to Sharia. There are, however, no proper mechanisms for regulating Muslims' inheritance practices due to a lack of formalised legal and institutional frameworks, which is detrimental to Muslims, especially women who, in most cases, are denied their right to inheritance. The central question guiding the study was: How can transdisciplinary research be utilised to promote Islamic succession law, and what are the opportunities and challenges? The study adopted a mixed-methods approach within the socio-legal framework using a documentary review and interviews of selected Muslim leaders in Arua Muslim District. The findings revealed that informal Sharia courts exist from the Muslim District to the grassroots levels. These institutions apply Islamic succession law to distribute property to all beneficiaries, including women, a midst several challenges. These include non-implementation of the decisions of Muslim leaders yet the courts are largely inaccessible to address the grievances. There are inadequate facilities and lack of detailed information about Islamic succession law, among others. The study recommends the adoption of transdisciplinary research mechanisms to provide holistic solutions through stakeholder engagement as well as generate knowledge to inform policies and legislative processes on the establishment of legal and institutional frameworks for governing Muslim succession matters in Uganda.
A classroom should not be a place where students merely chase grades, it should be a sacred space where hearts are shaped, character is built, and the soul is guided toward its ultimate purpose: to serve Allah and attain Jannah. When teaching is limited to academic content alone, students may perform well intellectually but remain spiritually disconnected. This study responds to that gap by exploring the integration of Islamic spiritual elements into classroom practice, aiming to transform the learning experience into a holistic journey of faith and purpose. The study was conducted over nearly two academic years using a qualitative, classroom-based research design, engaging linguistics students at the Muslim University of Morogoro. Data were collected through classroom observations, students’ practical project reports, unstructured interviews and a questionnaire involving 138 participants. The findings revealed overwhelmingly positive feedback: students embraced the integration and encouraged that it be made a core part of their academic journey. A major outcome of the study was the development of the Action-Based Linguistics Islamic Education Framework for Teaching, which provides a practical model for embedding Islamic values into academic instruction. This framework promotes a shift from passive learning to purpose-driven action, nurturing students cognitively, spiritually, and behaviorally, turning the classroom into a bridge between dunya and Akhirah.
This paper examines the therapeutic interventions of Shifaa centres in Garissa County, Kenya. Shifaa centres are becoming popular and significantly sought for mental health services. The aim of this inter-disciplinary research was to explain the therapeutic interventions of Shifaa centre. The study clarifies the inter-play of conventional psychiatric methods and spiritual/religious oriented techniques of offering mental health services. Data was gathered from two Shifaa centres in Garissa County-Kenya. In-depth interviews were conducted with two medical personnel, two psycho-social counsellors, one religious expert and one administrative staff working in two centres. The outcome reveals spirituality and religion as basis for mental recovery. Therapeutic interventions utilized in Shifaa centres were robust, hybrid and effective. Shifaa centres reported a significant number of clients having recovered from mental illness. However, there were some instances of relapse in substance induced psychotic patients after discharge. This blended approach need to be recognized, institutionalized and promoted because of its significant positive impact on mental health recovery and its value addition to human life. Further researches are recommended on larger samples and in other towns and studies of causes of relapse. Detailed research to unravel the concept of dealing with Jinn (unseen spirit possession) will add more value.
This study examines interest-free banking as a pathway to establishing ethical and inclusive financial systems, using a case study approach. The research investigates how Islamic finance principles, such as the prohibition of interest (riba), profit- and risk-sharing, and social responsibility, contribute to ethical conduct, financial inclusion, and sustainable economic growth. The study employs qualitative analysis through case studies of leading interest-free financial institutions, including Bank Islam Malaysia Berhad and Al-Rajhi Bank, to identify practical strategies, benefits, and challenges in implementing interest-free banking. Findings reveal that interest-free banking enhances transparency, stakeholder trust, and access to finance for underserved populations, while also fostering organisational and social sustainability. The study underscores the importance of integrating ethical financial principles into modern banking practices and provides recommendations for policymakers, practitioners, and researchers to strengthen inclusive financial systems globally.
Integrating Islamic Principles in Modern Business Practices
Modern businesses increasingly recognise the need for ethical conduct and sustainability as essential components of long-term organisational success. This study examines how the integration of Islamic principles—specifically justice (‘adl), honesty (ṣidq), trustworthiness (amānah), social responsibility (mas’uliyyah), and fair dealings (iḥsān)—can enhance ethical conduct and promote sustainable growth within contemporary business environments. Using a mixed-methods approach combining surveys, interviews, and case studies, the research investigates the extent to which these Islamic values shape organisational behaviour, influence decision-making, and contribute to stakeholder well-being. The findings reveal that businesses integrating Islamic ethical principles demonstrate higher levels of transparency, employee satisfaction, and community engagement, which collectively strengthen organisational sustainability. However, challenges such as limited awareness, inadequate institutional support, and inconsistencies in implementation remain significant barriers. The study concludes that Islamic principles offer a comprehensive ethical framework capable of reinforcing responsible business conduct and fostering long-term growth when effectively integrated into modern business practices. The research provides practical recommendations for business leaders and policymakers seeking to promote ethical, inclusive, and sustainable economic development.
The Pros and Cons of Integrating Islamic Culture into Social Work Practice
Social work is a growing specialization that deals with service provision responding to the challenges of contemporary society, which require integration of Islamic culture into social work in relation to service delivery and other related services. This implies that there is Islamic social work that does not only concern Muslim recipients in the social work domain, but also the active role played by Muslim communities. In this regard the paper focuses on the Muslim-based organizations, and Islamic driven social work thoughts as vital aspects for integrating Islamic culture into social work. Understanding the culture of religion and spirituality in a precise faith is vital to service delivery. Besides religious culture, social workers need spiritual aspects to reflect their professional identity and attract the perception and expectation of the recipients. The paper defines social work and explores it from an Islamic perspective. It focuses on the Islamic culture in terms of social work and integrates ethical and theological realities into over-all social work practice.
The Relevance of Ibn Khaldun Educational Thought in the Contemporary World
Ibn Khaldun, a fourteenth-century Islamic scholar, historian, and philosopher, provided significant insights about education, society, and human development that continue to be pertinent in modern educational discussions. His educational philosophy, rooted in a comprehensive understanding of human nature and social dynamics, prioritised experiential learning, incremental knowledge acquisition, and the influential role of environment and society in intellectual development. In the twenty-first century, marked by swift technological progress, globalisation, and continuous educational reform, his concepts offer a significant foundation for re-evaluating pedagogy, curriculum development, and the socio-cultural objectives of education. This discourse examines the applicability of Ibn Khaldun’s insights in confronting contemporary educational issues, such as the decline of contextual learning, the disparity between theory and practice, and the deterioration of moral and civic education. The study promotes an educational philosophy that synthesises tradition and innovation by analysing fundamental ideas such as ‘ilm (knowledge), ‘adab (discipline), and the cyclical dynamics of societal progress and regression. It underscores Ibn Khaldun’s lasting influence as a scholar whose ideas might enhance contemporary human-centred and culturally responsive educational frameworks. The research utilises a descriptive and analytical methodology to explore the philosophical and pedagogical aspects of Ibn Khaldun’s oeuvre. The emphasis is on analysing historical literature, identifying fundamental educational ideas, and evaluating their relevance to contemporary educational frameworks, especially in reconciling theoretical knowledge with practical, ethical, and civic education. This conceptual study is based on textual analysis and excludes empirical investigation.
Integrating God-Consciousness and Wisdom Pedagogy into Curriculum Reform
As higher education institutions (HEIs) across Africa and the Muslim world adopt learner-centered curriculum reforms, there is an urgent need to ensure that these changes promote not only cognitive development but also ethical and innovative capacity among graduates. While contemporary reforms emphasize critical thinking and skills development, they often neglect the spiritual, moral, and ontological foundations of knowledge – especially the centrality of God-consciousness in shaping holistic learners. This conceptual paper explores how the integration of the God Consciousness paradigm and wisdom pedagogy can meaningfully inform and transform curriculum reforms in HEIs. Grounded in interdisciplinary frameworks of knowledge integration, the paper argues that realigning curricula with spiritually rooted, ethically sound, and purpose-driven pedagogies can foster innovative behavior and contribute to both human and socio-economic transformation. Methodologically, the paper adopts a conceptual analysis approach, drawing from existing literature, Religious epistemology, and contemporary research on value-based and holistic education. It synthesizes two key research-based frameworks: the God-Consciousness paradigm, which situates God as central to all knowledge and educational purpose; and wisdom pedagogy, which emphasizes critical self-reflection, ethical reasoning, and applied knowledge for problem-solving. By bridging these models, the paper proposes strategic directions for embedding these values in curriculum design, instructional practices, and the development of graduate attributes. The discussion is contextualized within current challenges facing higher education—including the commodification of knowledge, moral dislocation, and the limited societal impact of academic programs. The paper concludes with targeted recommendations for educators, policymakers, and curriculum developers seeking to integrate spiritually conscious and context-responsive innovation into their reform agendas.
The Interplay between Sciences and Humanities
The relevance of the humanities has been gradually overlooked since the late 20th century and has been significantly stifled in the 21st century. Research funding tends to favor the sciences over the arts and humanities. The emphasis of both teaching and learning at all levels of education prioritizes the sciences. This endangers the survival of various aspects of human civilization, such as values, ethics, aesthetics, politics, literature, art, and morality. Moreover, evaluating certain scientific methods and procedures is crucial, as the advancement of science and technology without scrutiny may pose a significant threat to human civilization and existence. In addition, undermining the humanities may also threaten the survival of spirituality and cultural heritage. During the golden age of Islam, both empirical and revealed knowledge were given equal attention and complemented each other, advancing human civilization. Funding should be based on the magnitude of novelty and groundbreaking ideas, as well as creativity and innovation, regardless of whether they originate from the sciences or the humanities. Both knowledge creation and dissemination should follow an eclectic philosophical paradigm to enable flexibility in methodology and integration of ideas, thereby facilitating innovation and creativity. The focus should be on an interdisciplinary approach that appreciates the blending of science with aspects of the humanities, providing rich and holistic perspectives and insights in research and innovation. This is a position paper entirely based on library research, in which the researcher advocates for an interdisciplinary approach to knowledge creation and dissemination.
Interrogating the Prevalence of Street Begging by Adults with Disabilities Encompassing Children as Escorts in Africa at the Expense of their Basic Education
Street begging by adults with disabilities involving children as guides is one of the barriers to accessibility of basic education prevalent in African countries. This study interrogates the commonness of street begging involving children in Africa at the expense of their basic education. It particularly set to understand the factors leading to the prevalence of this dreadful phenomenon and the negative consequences emanating from this practice. A systematic review was adopted to review 20 empirical articles and subject them to thematic content analysis. The results indicated numerous reasons including deficiency of education, sympathy attraction, lack of proper orientation, laziness and poverty. Others are religious grounds and parental separation leading to presence of single mothers and single fathers. The presence of this dreadful phenomenon has deprived children from accessing basic education. The need for more inclusive interventions to tackle the phenomenon in each nation as per contextual conditions arises.
Copyright (c) 2025 Abdallah Seni https://creativecommons.org/licenses/by-nd/4.0
Antecedents of Sustainable Development Goals (SDGs) in Curriculum Implementation
This study explored the integration of the Sustainable Development Goals (SDGs) into curriculum implementation processes using a dual methodology that combined questionnaire administration and analysis of academic program curriculum objectives. The underlying rationale was that incorporating select SDGs into relevant programs can enrich and diversify curriculum implementation processes, thereby enhancing their relevance and effectiveness. The study undertook a qualitative questionnaire survey design, and by administering a questionnaire to students and reviewing academic programme curriculum objectives, this study investigated the inclusion of aspects of SDGs in curriculum implementation processes. The sample comprised 600 students in three faculties of management studies, education, and social sciences, and 340 students filled and returned the questionnaire. The rationale was that the processes of curriculum implementation could be enriched and diversified by including contemporary aspects like some of the 17 SDGs goals in related programs. There is limited attention paid to the promotion of SDGs in curriculum development processes in Uganda’s higher education institutions (HEIs). Engaging HEIs in the pursuit of SDGs can significantly facilitate the attainment of these objectives. As centres of diverse stakeholders, including students, faculty, researchers, and community partners, HEIs possess a unique capacity to leverage their collective expertise, resources, and influence to drive SDG implementation. This espouses existing literature that the numerous gaps in higher education training, coupled with the high degree of indigenization of knowledge through geographically inclined curriculum designs and implementation, and gaps in graduate competencies and skills, call for a very diversified intervention.
Copyright (c) 2025 Alicon Auf Tumwebaze https://creativecommons.org/licenses/by-nd/4.0
Copyright (c) 2025 Maimuna Aminah Nimulola https://creativecommons.org/licenses/by-nd/4.0
Predictors of Psychological Well-Being Among Students at Islamic University in Uganda
This study investigates the relationship between social support, religious commitment, and resilience, and their predictive value for psychological well-being among undergraduate students at the Islamic University in Uganda (IUIU), Main Campus. A cross-sectional survey of 345 students was conducted using validated scales: the Multidimensional Scale of Perceived Social Support, the Religious Commitment Inventory-10, the Brief Resilience Scale, and the Psychological Well-being Scale. Descriptive analyses characterized the sample, and multiple regression tested the independent contributions of each predictor. Results indicated that social support (β = .370, p < .001), resilience (β = .287, p < .001), and religious commitment (β = .176, p < .001) each significantly and uniquely predicted psychological well‑being, together accounting for 48.3% of the variance (R² = .483). The findings underscore the importance of fostering supportive networks, spiritual engagement, and resilience skills to promote student mental health in university settings. It is therefore recommended that various stakeholders in the University such as administrators, counsellors, Da’awah Committee (Council of religious affairs), and students’ leaders should develop appropriate programmes that provide social support, enhance religious commitment, and cultivate resilience to increase students’ ability to cope with the problems of psychological well-being.
Supportive Leadership and Teachers’ Team Cohesion in Government-Aided Secondary Schools in Kayunga District, Uganda
The study investigated the influence of supportive leadership on teachers’ team cohesion in government-aided secondary schools in Kayunga District, Uganda. It examined whether empowerment of subordinates, inspiring them and providing them fair treatment significantly influenced teachers’ team cohesion. Employing the quantitative approach, the study adopted a correlational research design. The study involved 209 teachers who provided data using a self-administered questionnaire. Descriptive statistics revealed that the team cohesion levels of teachers and leadership support in the schools were high. Partial Least Squares Structural Equation modelling (PL-SEM) results indicated that while empowerment of subordinates by leaders and inspiring them positively and significantly influenced their team cohesion, fair treatment positively but insignificantly influenced cohesion of teachers. It was concluded that empowerment by the leaders is necessary for teachers’ cohesion, inspiration of leaders is a prerequisite for teachers’ cohesion, and high fair treatment is not necessarily essential for cohesion of teachers. The study recommends that head teachers should empower teachers to enhance their team cohesion, they should also provide inspiration to the teachers to improve their team cohesion, but should not prioritise fair treatment above other factors.
Copyright (c) 2025 Sylivia Nakirya, Wilson Mugizi, Mathias Kiryowa https://creativecommons.org/licenses/by-nd/4.0
Over the last three decades, discipline at schools has consistently posed a challenge, occasionally resulting in poor academic performance among learners. Although various causes within schools have been cited, less emphasis has been placed on the role of leadership in tackling the issue of indiscipline. This study examines how school leadership can promote discipline and enhance academic performance in secondary schools. Using a qualitative research design, data were generated from four secondary schools in the Tshwane North District, Pretoria, in Gauteng Province, South Africa, purposively sampled of 40 teachers (including principals, deputy principals, department heads, and post-level one educators) and 40 learners. Semi-structured interviews and focus group discussions provided valuable insights into leadership practices and their perceived effects on discipline and academic outcomes. The findings reveal that effective leadership, characterised by clear policies, consistent enforcement of rules, and active stakeholder engagement, is crucial for fostering discipline. Strategies such as mentoring, teacher training, and structured behaviour management systems proved essential for maintaining discipline. This study suggests that a perspective, inclusive leadership, which encourages collaboration and empathy, is vital for creating a positive learning environment, reducing disciplinary issues, and enhancing academic achievement.
Copyright (c) 2025 Sannah Mokoena https://creativecommons.org/licenses/by-nd/4.0
Socio-economic Factors Affecting School Continuation Among the Underprivileged Students in Bangladesh
This article examines the effects of socio-economic factors on school continuation among underprivileged students in Bangladesh when the cost of schooling remains constant. Researchers followed a cohort of students from first through eighth grade to identify socioeconomic factors related to students who completed eighth grade and those who dropped out before reaching 8th grade. The school covered all necessary student expenses, including tuition fees, textbooks, uniforms, light meals, and other related study materials. Data collection involved a semi-structured questionnaire from students who continued through eighth grade (n=66), and information for students who discontinued their education before eighth grade was extracted from the schools’ database (n=87). We analysed data using Fisher's exact test and binary logistic regression, with findings suggesting that, despite providing students with the cost of schooling, the retention rate remains lower (43.1%) than the dropout rate (56.9%). Various factors are responsible in this regard: the place of origin (OR: 4.84, 95% CI: 1.55-15.14), marital status (OR: 0.09, 95% CI: 0.01-0.90), mother’s education (OR: 2.80, 95% CI: 1.01-7.80), family income (OR: 10.70, 95% CI: 3.50-32.68), living with both parents (OR: 0.10, 95% CI: 0.02-0.49), among other factors. Findings suggest that even if schooling costs remain constant, other socio-economic factors influence the dropout rate of underprivileged students. These findings are crucial for policymakers to comprehend the nature of dropout among children from underprivileged backgrounds in Bangladesh and other developing countries.
Copyright (c) 2025 Taslima Ahmed, Md Sanaul Haque Mondal https://creativecommons.org/licenses/by-nd/4.0
A Systematic Review of Leadership Strategies for Enhanced Technology Usage Among Teachers in Secondary Schools
Despite the inestimable benefits of technology use in the 21st century, there is still an apparent digital divide in technology use based on gender in all spheres of life. The onus of this study is to systematically review relevant strategies adopted by secondary school leaders to achieve enhanced technology acceptance and usage, especially among female teachers. Also, to determine its implications for education leadership and management. With the aid of the PRISMA protocol, 499 articles identified were painstakingly analysed. These articles were obtained from Scopus and Web of Science Digital bases. Only 20 articles that fulfilled the relevance and quality eligibility criteria were included in the review for analysis. It was found that there was a paucity of studies on leadership strategies adopted by secondary school principals to enhance technology usage among teachers in secondary schools. Similarly, eight leadership strategies were identified as the common ones among secondary school principals to integrate and enhance technology usage in their various schools globally. This study uniquely assembled various exemplified strategies for technology integration, which will likely be helpful for school leaders who are yet to successfully integrate technology usage into the hearts of teachers in their various schools.
Copyright (c) 2025 Sulaimon Adewale https://creativecommons.org/licenses/by-nd/4.0
Assessing Topic Alignment in Pre-tertiary TVET Core Mathematics
Mathematics plays a pivotal role in Technical and Vocational Education and Training (TVET). However, persistent underperformance in the subject limits the academic and career progression of many Ghanaian learners. While various studies have investigated factors influencing achievement, little attention has been paid to the alignment between exit examinations and the curriculum. This study examines the alignment of topics in Ghana’s pre-tertiary TVET Core Mathematics curriculum and exit examinations from 2011 to 2023. Using content analysis and Porter’s alignment model, the study analysed topic distributions in both Paper 1 and Paper 2, computing alignment indices for each year. The results revealed significant variation, with 2017 achieving the highest index (0.807) and 2019 the lowest (0.563). Number and Numeration emerged as the most frequently assessed topic, while areas such as Coordinate Geometry and Trigonometry were minimally represented. Correlation analysis indicated that alignment had a weak, statistically insignificant relationship with learner pass rates. This suggests that while topic alignment is necessary, it alone cannot drive academic success. Other factors. such as instructional quality, resource availability, and cognitive alignment. may also be critical. The study highlights imbalances in topic coverage and misalignment between curriculum intent and assessment practices, offering empirical evidence to inform curriculum and assessment reforms in Ghana’s TVET sector.
Copyright (c) 2025 Derick Folson, Dr. Francis Kwadwo Awuah https://creativecommons.org/licenses/by-nd/4.0
Grade 4 Mathematics Teachers’ Understanding of Including Investigations as Part of Summative Assessment
A mathematics investigation task requires learners to explore and analyse a specific mathematical concept, fostering independent knowledge discovery and self-directed learning skills. This paper presents a study examining teachers' ability to integrate investigation tasks as a summative assessment method in South African Grade 4 mathematics classrooms. Employing a qualitative research approach, the study profiled teachers' knowledge and skills in implementing effective investigation-based assessment procedures. A pre- and post-intervention design was used to compare teachers' understanding of conducting investigations as part of summative assessments. A purposive sample of 16 Grade 4 mathematics teachers completed an open-ended questionnaire before and after the intervention program to document their knowledge of mathematics assessment. The findings indicated that, before the intervention, teachers demonstrated limited understanding of how to effectively implement assessment procedures aligned with investigation tasks while incorporating summative assessment elements. However, after the intervention, their ability to enact effective assessment strategies within investigation tasks showed noticeable improvement. The study highlights the need for enhanced teacher capacity-building initiatives to strengthen educators' knowledge and confidence, enabling them to effectively integrate state-approved curriculum concepts and establish a more comprehensive and effective assessment approach in Grade 4 mathematics classrooms.
Copyright (c) 2025 Rosina Nkadi Ngoako, Prof. Joseph J. Dhlamini https://creativecommons.org/licenses/by-nd/4.0
Teacher Need, Supply, and Distribution in Public Secondary Schools
The availability of teaching manpower is a valuable investment in education. However, its effective utilization, particularly in terms of equitable distribution across schools and alignment with subject specializations, remains a critical concern. This study examined teacher demand, supply gaps, and distribution pattern in public secondary schools in Bayelsa State. A descriptive research design, the population comprised all teachers in the 195 public secondary schools in Bayelsa State, with a total of 3,723 teachers identified and included in the study. Two research instruments were utilized. First, a researcher-designed checklist was used to assess student enrolment patterns and teacher availability based on data from the Post-Primary Education Board for the 2022/2023 school year. Second, a structured four-item questionnaire was administered to school principals to gather insights on policy interventions related to teacher distribution. The checklist, titled Teacher Needs, Availability, Distribution, and Subject Specialization (TNADSS), the questionnaire, titled Policy Intervention and Effective Teachers Distribution Questionnaire (PIETDQUE) (r = 0.78), distributed through the WhatsApp platform of school principals. Data were analysed descriptively using percentages, means, and Standard Deviation. Findings revealed a significant shortage in the teaching workforce, with a supply deficit of 38.67%. Additionally, teacher distribution based on subject specialization was grossly inadequate, with a notable absence of teachers for Nigerian languages. The study also highlighted intervention policies aimed at addressing ineffective teacher distribution in the state. Based on these findings, the study recommended among others that teachers’ recruitment and distribution should be guided by subject-specific needs, prioritizing critical subjects to enhance educational outcomes.
Copyright (c) 2025 Stella Peremoboere Ugolo, James Onukwu https://creativecommons.org/licenses/by-nd/4.0