Managerial Skills and Teachers Adherence to Professional Code of Conduct among Primary Schools in Koboko District Uganda

ABSTRACT 

The study intended to establish the relationship between Managerial Skills and Teachers’ adherence to Professional Code of Conduct among Primary Schools in Koboko District Uganda. It was guided by four objectives these include; a) To determine the demographic profile of the respondents with respect to teachers and Head teachers in terms of: Marital status, age, educational qualification, position in the school and length of experience b) To find out the level of managerial skills of a Head teacher among Primary Schools in Koboko District Uganda. c) To investigate the level of Teacher’s adherence to professional code of conduct among Primary Schools in Koboko District Uganda. D) To establish the relationship between managerial skills and teachers’ adherence to professional code of conduct among Primary Schools in Koboko District Uganda. A descriptive correlational, cross-sectional and expost-facto design were used. Data analysis was done using frequencies, percentages, means, and Pearson linear correlation coefficiency (PLCC). The findings indicated that majority of respondents were male (over 52%), between 40-59 years of age over 44%, over (81%) were married ,majority were bachelor’s degree holders (over 54%) and over 52% were teachers and over 57% had spent 2-4 years in that area. The level of managerial skills was good indicating that teachers are trained how to manage their classes by technical skills, team building, human skills, conceptual skills, diagnostic skills, delegation skills, decision making skills and conflict management skills hence performing better. The level of teachers’ professional code of conduct was good also and a conclusion was made that the teachers’ code of conduct suits their professional hence creating a change in a society that differ from other professions. The null hypothesis of the study is no significant relationship between the levels of managerial skills and teacher’s professional code of conduct was rejected and the alternative was accepted~ A conclusion was taken that increase in the level of managerial skills even teacher’s professional code of conduct will improve at 95% level of significance. The research recommended that; The teachers should be trained the technical skills like how to operate the computers and how to handle other gadgets that may pertain to teaching; There is a need to help teachers to improve on their team work building especially on admission of mistakes and recognition of the value of team members.; There is a need to help teacher have the ability to organize information to better understanding and taking of broad and far sighted view of the school hence improving on the conceptual skills; There should be a need to improve on the relationships of teachers with their co-workers hence improving on diagnostic skills in Koboko District; The teachers should be helped so that they understand the student’s differences and back ground; There is a need for the government to ensure that teachers have social skills to help students to be able to handle unforeseen circumstances.

TABLE OF CONTENT

DECL’~RATION

APPROVAL ii

DEDICATION

ACKNOWLEDGEMENTS iv

ABSTRACT

TABLE OF CONTENT

LIST OFTABLES ix

LIST OFFIGURES x

LIST OF ACRONYMS xi

CHAPTER ONE 1

INTRODUCTION 1

LO Introduction 1

Li Background 1

LL1 Historical background 1

LL2 Theoretical background 8

1.1.3Conceptual Background ....~....10

LL4 Contextual Background 11

1.2 Statement of the Problem 12

1.3 Purpose of the study 13

1.4 Research Objectives 13

1.5 Research Questions 13

1.6 Hypotheses 14

1.7 Scope of the Study 14

1.7.1 Geographical scope 14

L7,2 Theoretical Scope 14

1.7.3 Content Scope 15

1.7.4Time Scope 15

1.8 Significance of the Study 15

L9. Operational Definition of Key Operational Terms 16

CHAPTER TWO 18

LITERATURE REVIEW 18

2.0 Introduction 18

2.1 Theoretical Review 18

2.3 Conceptual Framework 20

2.4 Related literature 21

CHAPTER THREE 39

METHODOLOGY 39

3.0 Introduction 39

3.1 Research Design 39

3.2 Research Population 39

3.3 Sample Size 40

3.4 Sampling Procedure 40

3.5 Research instruments 41

3.6 Validity and Reliability 41

3.7 Data Gathering Procedures 43

3.8. Data Analysis 44

3.9 Ethical Consideration 45

3.10 Limitations of the study 45

CHAPTER FOUR 46

DATA PRESENTATION, ANALYSIS AND INTERPRETATION 47

4.0 Introduction 47

CHAPTER FIVE 73

FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 73

5~0 Introduction 73

5~1 Discussions 73

5~2 Conclusions 76

5~3 Recommendations 77

REFERENCES 80

APPENDICES 83

APPENDIX 1A: TRANSMITTAL LETTER 83

APPENDIX 1B: TRANSMITTAL LETTER FOR THE RESPONDENTS 84

APPENDIX II: CLEARANCE FROM ETHICS COMMITTEE 85

APPENDIX III: INFORMED CONSENT 86

APPENDIX IVA FACE SHEET: DEMOGRAPHIC CHARACTERISTICS OF THE

RESPONDENTS 87

APPENDIX IVB: QUESTIONNAIRE TO DETERMINE THE LEVEL OF MANAGERIAL

SKILLSFOR (HEAD TEACHERS). 88

APPENDIX IVC: QUESTIONNAIRE TO DETERMINE THE LEVEL OF TEACHERS’

ADHERENCE TO PROFESSIONAL CODE OF CONDUCT(TEACHER) 91

APPENDIX V: ADOPTED DATA PRESENTATION 93

APPENDIX VI: SAMPLE SIZE DETERMINATION 94

RESEARCHER’S CURRICULUM VITAE 95

THE SKETCH MAP OF THE STUDY 97