Influence of Monitoring Curriculum Implementation on the Delivery of Teaching Services in Public Secondary Schools in Jinja City, Uganda

Zainah Tondo, Mohammed Kaweesi & Charles Eryenyu
Directorate of Graduate Studies, Busitema University
Email: tondozainah1974@gmail.com

Abstract: This study was set to ascertain the influence of monitoring of curriculum implementation on the delivery of teaching services in public secondary schools in Jinja City, Busoga subregion, Eastern Uganda. The researcher applied a cross-sectional research design with a blended approach of quantitative and qualitative data collection, analysis, and interpretation. The total target population was 589, comprising 579 teachers, and out of these, there were 391 males, 188 females, and 10 heads of schools. The sample size was 205 teachers and 5 headteachers determined using stratified and purposive sampling respectively. Data was collected using a questionnaire and interview guide. Data was presented in summary tables and analyzed using the Statistical Package for the Social Sciences (SPSS) package, version 22. Regression analysis was used to establish the influence among variables at a 95% confidence level. The coefficients of determination indicate that monitoring of curriculum implementation has a positive significant influence on the delivery of teaching services in public secondary schools in Jinja city (B = 0.449; p = .000). Conclusively, monitoring of curriculum implementation influences the delivery of teaching services in Jinja City. It is thus recommended that educational policymakers and school administrators prioritize monitoring curriculum implementation as a key strategy for improving teaching quality in public secondary schools.