Author: JRIIE
Students Adaptive Help-Seeking Skills and Contribution to their mastery of Key Competencies in Competence- Based Learning Environment in Ugandan Secondary Schools: Evidence from Mukono and Kayunga Districts

Students Adaptive Help-Seeking Skills and Contribution to their mastery of Key Competencies in Competence- Based Learning Environment in Ugandan Secondary Schools: Evidence from Mukono and Kayunga Districts

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Nakacwa Florence Patricia, Kiyingi Frank Pio & Kasunja JohnpaulNkumba University, UgandaEmail: nakacwapatricia6@gmail.com Abstract: The shift to competency-based learning (CBL) in Uganda’s secondary education system has placed new demands on learners, requiring them to develop not only academic proficiency but also self-regulatory and adaptive skills to succeed in a learner-centered environment. Among these, adaptive help-seeking, defined…

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Deconstructing Mentoring for Effective Educational Leadership

Deconstructing Mentoring for Effective Educational Leadership

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Agnes Nabitula, Charles Eryenyu & Stella Margaret Ujeyo SuubiDepartment of EducationFaculty of Science and EducationBusitema University Nagongera CampusEmail: nabitulaagnes@gmail.com Abstract: This study explores the role of mentoring in the professional development of school leaders in Uganda’s secondary education system. Drawing from global literature and Uganda’s national education policies, the study critically examines existing mentoring practices,…

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Assessment of Strategies to Enhance Teacher-parent Relationships: A Case of Selected Primary Schools in Dodoma, Tanzania

Assessment of Strategies to Enhance Teacher-parent Relationships: A Case of Selected Primary Schools in Dodoma, Tanzania

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Emmanuelia Bagamba & Milka OtienoSt. John’s University of TanzaniaEmail: ebagamba2016@gmail.com Abstract: This study is about strategies that enhance collaboration between teachers and parents. Interviews were employed for gathering data using a qualitative methodology, and the results were subjected to a thematic analysis. The findings demonstrate the significance of communication in fostering stronger teacher-parent connections, which…

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The Influence of Parental Involvement on Sexual Violence Presentation Strategies in Schools

The Influence of Parental Involvement on Sexual Violence Presentation Strategies in Schools

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Getrude Alphonce& Milka OtienoSt John’s University of Tanzania, DodomaEmail: alphoncegettude@gmail.com Abstract: This study investigated the influence of parental involvement on sexual violence prevention strategies in secondary schools in Mpwapwa District, Tanzania. It focused on how parents’ participation in discussions, collaboration with teachers, and early prevention initiatives contribute to student safety and the effectiveness of school…

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The Role of Teachers in Sustaining Prevention of Sexual Violence in Schools

The Role of Teachers in Sustaining Prevention of Sexual Violence in Schools

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Getrude Alphonce & Milka OtienoSt John’s University of TanzaniaEmail: alphoncegettude@gmail.com Abstract: This study examined the role of teachers in sustaining school-based strategies for preventing sexual violence in secondary schools in Mpwapwa District, Tanzania. Guided by Participatory Decision-Making Theory, Social Learning Theory, and Empowerment Theory, it explored teachers’ involvement in awareness-raising, supervision, enforcement of disciplinary measures,…

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Strategies Enhancing Reintegration of Children Institutionalized in the Catholic Church-run Institutions in Lang’ata and Kibra Sub-Counties, Nairobi City County, Kenya

Strategies Enhancing Reintegration of Children Institutionalized in the Catholic Church-run Institutions in Lang’ata and Kibra Sub-Counties, Nairobi City County, Kenya

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Elizabeth Akoth – The Catholic University of Eastern Africa Felistus Mwikali Patrick – The Catholic University of Eastern Africa Wilkins Ndege Muhingi – Jomo Kenyatta University of Agriculture and Technology Email: elizabethakoth26@gmail.com Abstract: The reintegration of institutionalized children into family settings remains a critical challenge in contexts marked by socio-economic instability. This study examined the…

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Inclusive Classroom Environments and the Development of Social Emotional Competencies in Kongwa District Schools, Tanzania

Inclusive Classroom Environments and the Development of Social Emotional Competencies in Kongwa District Schools, Tanzania

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Patience Victor & Milka OtienoSt John’s University of TanzaniaEmail: 0765119423patience@gmail.com Abstract: Inclusive classrooms aim to accommodate diverse learners while fostering social-emotional competencies (SEL) essential for holistic pupil development. This study explored how inclusive classroom environments contribute to the development of SEL among primary school pupils in Kongwa District, Tanzania. Using a qualitative research design, data…

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The Role of Teacher Training in Enhancing Social- Emotional Learning in Inclusive Classrooms: Evidence from Primary Schools in Kongwa District, Tanzania

The Role of Teacher Training in Enhancing Social- Emotional Learning in Inclusive Classrooms: Evidence from Primary Schools in Kongwa District, Tanzania

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Patience Victor & Milka OtienoSt John’s University of TanzaniaEmail: 0765119423patience@gmail.com Abstract: The effectiveness of inclusive education relies significantly on teachers’ ability to foster social-emotional learning (SEL) among pupils with diverse needs. This paper investigates how teacher training influences the implementation of SEL practices in inclusive primary school settings in Kongwa District, Tanzania. Using a qualitative…

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Challenges Faced by School Feeding Committees in Sustaining School Feeding Programs in Public Primary Schools in Kilimanjaro Region

Challenges Faced by School Feeding Committees in Sustaining School Feeding Programs in Public Primary Schools in Kilimanjaro Region

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Janerose Mmari, Marcella Momanyi & Pascal WambiyaThe Catholic University of Eastern AfricaEmail: janerosemmari7@gmail.com Abstract: This study investigated the key challenges faced by School Feeding Committees in sustaining School Feeding Programs in public primary schools in the Kilimanjaro region. Institutional, Social Capital, and Stakeholder theories provided the theoretical framework. A convergent parallel design was employed, integrating…

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