Received July 16, 2020; Revised July 29, 2020; Accepted July 31, 2020

Abstract: This study investigated stakeholder’s perspectives on the cause of academic underachievement in public primary schools comparing views of the different stakeholders in Iganga District. The objective was to relate the wide clear understanding of the causes by the affected people for a positive remedy. Data was obtained from 428 respondents using purposive and cluster sampling techniques. The data gathering tools included interview guide, observation check list and document analysis. A causal-comparative relationship design was used to obtain predominantly qualitative findings. This approach was helpful in getting in-depth views of individuals concerning academic underachievement. Findings revealed, Leadership Ability of the Head teacher, regular teacher/ pupil absenteeism at school, parents’ negative attitude and value of education, level of education and roles and school managers and teacher time on task. The recommendations of the study include; capacity building for head teachers and teachers, improvement in school funding by government, provision of current policy for school management committees, providing teacher accommodation at schools and improvement in teacher welfare/ salaries.

Received February 13, 2020; Reviewed April 9, 2020; Accepted April19, 2020

Abstract: This study explored causal factors for academic underachievement in public primary schools in Iganga district. The study specifically pointed out school and home factors that explain persistent academic underachievement.The core intention of these investigations was to get in-depth views of stakeholders concerning the two basic environments (home and school),which control teaching/learning process.Whereas the home is a habitat of all activities and decisions which support child’s going to school, the school environment promotes all activities and decisions that enable imparting knowledge and skills into a child’s mind. Data were collected from 205 teachers from 16 public primary schools in four sub-counties, 493 primary seven pupils,and 27 school management committee members. This was done through questionnaires, focus group discussions, observations and interviews. Purposive and cluster sampling techniques were used to determine the respondents. Data was analyzed through descriptive statistics using means and standard deviations. Qualitative results were used to back-up the quantitative results.Findings revealed the following as the causative influencing factors: absenteeism, inadequate teacher preparation, parental neglect, lack of school and managerial skills.The study recommends close teacher support supervision by the district inspectorate department, head teachers and heads of department at school level to help teachers improve their daily routine and professional duties,Government to provide teachers with accommodation at school, make bye-law to keep pupils in school and set up standards for school management committees.