Abstract: This study explored organisational citizenship behaviour (OCB) among teachers in government-aided secondary schools in Greater Bushenyi, Uganda, focusing on head teachers’ perceptions, experiences, and strategies for improvement. Guided by Social Exchange Theory and Organ’s OCB framework, the study examined how discretionary behaviours such as altruism, conscientiousness, courtesy, sportsmanship, and civic virtue are understood and practised within school contexts. Aqualitative descriptive research design was adopted, and data were collected from ten head teachers using key informant interviews. Data were analysed using thematic analysis. The findings revealed that organisational citizenship behaviour is perceived as weak and inconsistently demonstrated across all dimensions, with teachers largely prioritising formal job responsibilities over voluntary engagement. In practice, OCB was found to be minimally manifested, characterised by low collaboration, poor accountability, limited participation in school activities, and resistance to organisational processes. These patterns indicate that OCB is not institutionalised within daily school operations but occurs sporadically and inconsistently. Despite these challenges, participants identified strategies for improving OCB, including promoting collaborative cultures, strengthening accountability systems, enhancing professional relationships, and adopting participatory leadership practices. The study concludes that strengthening organisational citizenship behaviour requires a systemic and context-responsive approach that integrates leadership, institutional support, and teacher engagement. The findings extend Social Exchange Theory by demonstrating that teachers’ discretionary behaviours are shaped by perceived organisational support and reciprocity within resource-constrained educational contexts. The study recommends that policymakers and school leaders prioritise supportive institutional environments to enhance teacher engagement and improve organisational effectiveness.

Abstract: Street trading is a dominant form of informal work that sustains livelihoods in urban Tanzania. This study designed and developed an Automated Voucher Selling System (AVSS) to address challenges associated with the manual paper-based voucher system at Machinga Complex, Dodoma, including inefficiency, inaccuracy, fraud, insecurity, and environmental waste. The system design was guided by a Design Science Research (DSR) approach integrated with a co-design process. Qualitative data were collected through in-depth interviews with 31 street traders, followed by a focus group discussion with eight key informants, to identify user requirements. The AVSS was subsequently developed, demonstrated, and tested through iterative stakeholder engagement and training sessions. System evaluation was conducted via a survey of 79 street traders, assessing transaction speed, reliability, and usability. The results show that the AVSS effectively reduced operational challenges and contributed to environmental protection by eliminating paper-based vouchers. The study demonstrates that participatory, low-cost digital solutions can enhance efficiency and reliability in informal trade. It is recommended that similar initiatives be scaled to empower other groups of informal workers in Dodoma and across Tanzania, enabling broader application of digital technologies to support business growth and market expansion.

Abstract: The study focused on the management strategies of principals on learners’ academic achievement, despite government funding being similar, schools in Nyamira North sub-county perform below average. The study was guided by two objectives: assessing the principal management of infrastructural facilities and financial resources on learners’ academic achievement. Systems theory was used; descriptive research design was employedd. Data collected by questionnaires and interviews schedule. The target population was 54 principals and 580 teachers. A sample size of 16 principals was purposively sampled, and 163 teachers were randomly sampled. The study used stratified sampling,purposive and simple random sampling. Multiple linear regression technique was used in sampling. Data was collected and analysed both quantitatively and qualitatively. Pilot study and University experts assisted in validating the instruments while reliability was measured by test-retest method and the scores obtained were applied on Cronbach alpha to a certain the recommended threshold coefficient of ≥ 0.7. Quantitative data was analysed by use of descriptive statistics inform of frequencies, averages, percentiles using SPSS while qualitative data inferential statistics was used. Quantitative data was presented on tables and graphs while for qualitative was presented in form of narratives where main ideas were quoted. The researcher also upholds the ethical consideration of the respondentsts, the study conclude that efficient management of resources has a positive impact on learners’ academic achievement. The study recommended that the Ministry of Education and school leaders should ensure sufficient funding is offered for renewal of infrastructural facilities to enhance student learning.

Eric Douglas Kalanda – School of Education, Kyambogo University

Berna Lutaaya – School of Education, Kampala International University

Email: dkalanda@kyu.ac.ug

Abstract: Female lecturers in in public Higher Education Institutions (HEIs) experience slow academic career progression. This qualitative study therefore explored the institutional and individual support that facilitates their advancement. Guided by the objective of examining how such support enables career progression, the study was anchored in Social Cognitive Career Theory (SCCT) and informed by liberal feminist philosophy. A multiple case study design was adopted, with the two universities purposively selected. Participants were drawn from different academic disciplines categorized using Becher and Biglan’s typology, with two female lecturers selected from each category, making a total of 16 participants. Data were collected through semi-structured interviews and complemented by document analysis, and were analyzed using thematic analysis. The findings revealed that Institutional and individual support were found to help female lecturers set realistic career goals, make informed career decisions, and reduce work-related stress, thereby enhancing their academic progression. The study recommends that university support systems should be bottom-up, gender-responsive, and context-specific. It also emphasizes the importance of early mentoring by senior faculty, the formation of peer support groups among female academics, and the strengthening and effective implementation of existing institutional support mechanisms.

Email: fniyongira55@gmail.com

Jean Baptiste Ndagijimana – University of Rwanda, College of Education & University of Kigali

Email: j.ndagijimana2@ur.ac.rw & jndagijimana@uok.ac.rw

Abstract: This research investigates the Effect of integrating ICT tools on students’ academic achievement in Mathematics at selected upper secondary schools in Muhanga District, Rwanda. Employing a mixed-methods design, the study targeted a population of 1,268 participants, comprising 1,243 students and 25 teachers, with a final sample of 303 students and 12 teachers drawn from 12 schools. Data were collected through questionnaires, interviews, and a pilot study. The research explored the influence of ICT tools such as online learning platforms and YouTube on students’ Mathematics performance during the first term of the 2024–2025 academic year. The findings revealed that ICT integration significantly enhanced students’ comprehension, engagement, and academic performance. Chi-square (χ²) analysis demonstrated a statistically significant effect (p = 0.000), while Spearman’s correlation coefficient (0.772) indicated a strong positive relationship between ICT utilization and academic outcomes. These results suggest that the deliberate incorporation of ICT tools into Mathematics instruction has the potential to substantially improve teaching and learning processes in Muhanga District. The observed improvement in student participation and understanding highlights the importance of leveraging digital technologies to promote interactive and inclusive learning environments. The study recommends that government authorities invest in ICT infrastructure and teacher training to further improve student performance. Additionally, future research should investigate the challenges teachers encounter in implementing ICT, particularly regarding professional development and technical support.

Nabahani Kimboka – Tengeru Institute of Community Development

Email: kimboka83@gmail.com

Abstract: Tanzanite mining in Mirerani, Manyara Region, Tanzania, represents a unique resource ecosystem where high-value gemstone extraction intersects with complex social, institutional and political dynamics. This study examined the root causes and dynamics of Tanzanite resource-use conflicts, employing a qualitative case study design to capture perspectives from 121 stakeholders, including small-scale miners, investors, brokers and local authorities. Data were collected through semi-structured interviews, focus group discussions and document review and analyzed thematically to identify recurrent patterns and relationships. Findings reveal interrelated drivers of conflict: inadequate underground demarcation and mining boundaries, inconsistent implementation of mining policies, selfishness and lack of ethical leadership, differences among miners and between miners and investors, limited education and awareness and political interference coupled with corruption. The study demonstrates that conflicts are multidimensional, arising not solely from resource scarcity but from governance gaps, structural asymmetries and social and behavioral factors that erode trust, legitimacy and compliance. By integrating Common-Pool Resource Theory and Resource Abundance Frameworks, the research highlights that sustainable conflict mitigation requires coordinated technical, institutional and human-centered interventions. Key recommendations include strengthening miners’ education and capacity, enhancing participatory governance, revising policies to reflect local realities, improving institutional oversight and promoting evidence-based research to inform policy and practice. The study contributes to theoretical and practical understandings of artisanal mining conflicts in sub-Saharan Africa, offering actionable guidance for fostering equitable, transparent and sustainable resource governance in high-value extractive sectors.

Abstract: Maize yield gaps remain a persistent challenge in liberalized agricultural systems despite extensive policy reforms aimed at improving productivity in Sub-Saharan Africa and other developing regions. This study systematically synthesizes global evidence on the agroecological and socioeconomic determinants of maize yield gaps, with particular attention to smallholder farming systems in Kenya as an illustrative context. Guided by the PRISMA 2020 framework, a systematic review of 212 peer-reviewed and grey literature sources published between 2010 and 2025 was conducted. Data were retrieved from major databases including Scopus, Web of Science, PubMed, AGORA, CGIAR, IFPRI, and CIMMYT. Studies were screened, extracted, and thematically analyzed using NVivo, with strong inter-coder reliability (Cohen’s Kappa = 0.88). The analysis draws on Human Ecology, Economic Anthropology, Economic Geography, Agroecology, Political Economy, and the Sustainable Livelihoods Framework. Findings show that maize yield gaps are not primarily driven by agronomic factors alone but are structurally shaped by interactions between ecological conditions and socioeconomic and institutional arrangements. In liberalized systems, weak extension services, fragmented input markets, insecure land tenure, and unequal access to credit significantly constrain smallholder productivity. Comparative evidence indicates that Asia and Latin America achieved more stable outcomes where liberalization was embedded within strong institutions, cooperatives, and public investment. In contrast, Sub-Saharan Africa, including Kenya, exhibits persistent yield gaps linked to institutional fragmentation and spatial inequality. The review concludes that yield gaps emerge from complex agroecological and socioeconomic interactions and require integrated responses combining agroecological intensification, institutional strengthening, cooperative revitalization, and equitable resource access.

Abstract: This study investigated the relationship between curriculum quality and perceived service delivery in private universities in Uganda’s Central Region. Despite the establishment of the National Council for Higher Education (NCHE) in 2003 and the introduction of quality assurance frameworks and several statutory instruments to enable institution establish and maintain strong internal quality assurance mechanisms, concerns persist regarding outdated curricula, weak responsiveness to labor market needs, and declining quality of services in private universities . Using a cross-sectional survey design, data were collected from 190 respondents, including students, academic staff, administrators, and quality assurance officers from four private universities. Quantitative data were analyzed using descriptive statistics, Pearson correlation, regression, and Structural Equation Modeling, complemented by thematic analysis of qualitative responses. Results revealed a very strong positive correlation (r = .820, p < .001) between curriculum quality and perceived service delivery. Regression analysis confirmed that curriculum quality significantly predicted service delivery (B = 0.805, SE = 0.041, t = 19.51, p < .001), explaining 67% of the variance (R² = .672). These findings highlight curriculum quality as a pivotal driver of service delivery perceptions, with weaknesses noted in stakeholder consultation, research integration, and community engagement. The study concludes that enhancing curriculum relevance and responsiveness is central to improving institutional credibility, service delivery, and stakeholder satisfaction. It recommends institutionalizing stakeholder-informed quality assurance models, linking accreditation to service delivery metrics, and prioritizing continuous curriculum evaluation to strengthen higher education outcomes in Uganda.

Abstract: This study examined the influence of quality performance assessment and evaluation on perceived service delivery in private universities in Uganda’s Central Region. Grounded on Stakeholder, Expectancy, and Institutional theories, the research adopted a cross-sectional survey design involving 190 respondents from four purposively selected private universities. Findings reveal a strong positive correlation (r = 0.848, p < 0.001) between performance assessment practices and perceived service delivery, emphasizing the pivotal role of robust internal quality assurance systems in enhancing teaching effectiveness, research output, efficient student welfare, and effective community engagement. Regression analysis further indicates that performance assessment and evaluation significantly predicts perceived service service delivery (β = 0.783, p < 0.001), accounting for 72% of the variance. Despite these positive associations, variability in implementation highlights areas for improvement, particularly in monitoring, feedback utilization, and research quality assurance. The study underscores the importance of strengthening institutional quality assurance mechanisms, providing targeted staff training, and systematically tracking service delivery outcomes to enhance stakeholder satisfaction and overall institutional performance. These findings provide empirical evidence to inform policy and practice in private universities and contribute to the broader discourse on quality assurance in sub-Saharan African universities.