Abstract: This study investigates the predictive role of organizational compassion and conceptualized through collective noticing, collective feeling, and collective responding on the psychological capital of public secondary school teachers of Wakiso, Uganda. Drawing on Affective Events Theory (AET), a cross-sectional survey design was deployed to collect data from a sample of 169 randomly selected teachers of public secondary schools. Data were analyzed using quantitative approach via the Statistical Package for the Social Sciences (SPSS). Empirical results reveal that all three dimensions of organizational compassion namely: collective noticing, collective feeling, and collective responding were positive and significant predictors of secondary school teachers’ psychological capital. The findings demonstrate that compassionate institutional work environment function as critical affective events that significantly enhance teachers’ psychological capital in terms of: hope, efficacy, resilience, and optimism within the Wakiso district, Ugandan context. The study offers critical insights for the teachers andeducational policymakers, demonstrating that strategic investments in organisational compassion are not merely survival mechanisms, but essential catalysts for institutional flourishing and teachers’ psychological capital. This paper extends the empirical boundaries of Affective Events Theory by developing and testing a novel framework that positions the multidimensional construct of organizational compassion as a primary antecedent to psychological capital. Furthermore, it provides rare empirical evidence from Sub-Saharan Africa, offering a contextualized understanding of how collective emotional processes drive positive psychological capacities in developing secondary educational systems.

Abstract: This study assessed the contribution of teaching practice (TP) in improving pre-service teachers’ competency in public secondary schools. It focused on: the extent TP contributes in improving pre-service teachers’ competency in public secondary schools and the strategies for the TP activities towards improving pre-service teachers’ competency. Teacher’s Practical Theory guided the study. Mixed methods approach was adopted. The target population of 340 consisted of 170 TP teachers, 68 academic teachers, 68 quality assurance teachers and 34 school heads. Sample size comprised of 51 TP students’ teachers, 20 academic teachers, 20 quality assurance teachers and 10 school heads. Stratified random and purposive sampling techniques were used to select sample size. Questionnaire and interviews were used as data collection instruments. Validity was established through expert judgment whereas reliability was determined using test-retest technique. Reliability index, r=0.839, was obtained using Cronbach Alpha Method. Credibility of qualitative data was ascertained through multiple analysts and reporting of research process. Descriptive statistics analysed quantitative data in SPSS version 25 and results were presented in tables, while qualitative data were analysed thematically along research questions and presented in narrative forms. The findings revealed that TP is a critical bridge between theoretical instruction and practical application in real-world classrooms. It not only enhances teaching skills but also improves the professionalism of pre-service teachers by embedding values, ethics, and practical means. In conclusion, TP is a pillar in teacher education for developing competent, ethical, and confident pre-service teachers. This study recommends that educational stakeholders should collaborate to strengthen TP programmes.

Abstract: Stakeholders play a key role in ensuring improved implementation of the curriculum in secondary schools. However, in Garissa Sub-county, the implementation of the curriculum in secondary schools has been a challenge. Many teachers are unable to cover the syllabus on time, which resulted in low performance among students. This study sought to determine the influence of involvement of stakeholders on curriculum implementation in public secondary schools. The research adopted mixed methodology and employed descriptive survey and phenomenological research designs. The target population was 318 respondents which comprised 12 principals, 304 teachers, and 2 Sub-county Directors of Education (SCDEs), from which a sample of 9 principals, 168 teachers, and 2 Sub-county Directors of Education was determined using Yamane’s Formula. Questionnaires were used to collect quantitative data from teachers whereas interview guides were used to gather qualitative data from principals and SCDEs. Qualitative data were analyzed thematically based on the objectives and presented in narrative forms. Quantitative data were analyzed using descriptive statistics such as frequencies and percentages and inferentially using Pearson’s Product Moment Correlation Analysis with the help of Statistical Package for Social Sciences (SPSS 25) and presented using tables. The study found that curriculum implementation in public secondary schools has faced numerous challenges with many teachers unable to cover syllabus in time which has led to low academic performance. This is attributed to the irregular stakeholder involvement in key decisions regarding curriculum implementation. Thus, principals should involve stakeholders in specific activities ear-marked for improving curriculum implementation in public secondary schools.

Abstract: This study investigated the contribution of information and communication technology (ICT) infrastructure in supporting technological advancement in public secondary schools in Longido District Council. The objectives were to; explore how available ICT infrastructure supports technological advancement and determine strategies for improving ICT infrastructure for technological advancement in public secondary schools. Technology Acceptance Model Theory guided the study. Convergent mixed methods design was adopted. Target population was 4335 (4050 students, 271 teachers, 13 school heads and one District Secondary Education Officer (DSEO). The sample size was 200 respondents (98 students, 91 teachers selected by stratified and simple random sampling while 10 school heads and one DSEO obtained through purposive sampling techniques). Questionnaires and interview guides were used for data collection. Validity was established through expert judgment. Reliability of questionnaires determined using Cronbach Alpha Method in Statistical Package for Social Sciences (SPSS) version 25 generated coefficient r = 0.759 for Students’ Questionnaire and r=0.757 for Teachers’ Questionnaire. The trustworthiness of the interview guide was ensured through triangulation and peer debriefing. Descriptive statistics was used to analyze quantitative data and results were presented in tables. Qualitative data were analyzed thematically alongside research questions and presented in narrative forms. The study revealed that teacher training is essential for effective integration of ICT in teaching and learning. In conclusion, strategic planning and needs assessments at the school level are essential for successful ICT integration. The study recommends partnership between the government and private sector entities to supplement public investment in ICT.

Abstract: This study investigated the extent to which financial support from well-wishers helps the heads of public secondary schools in Katavi Region, Tanzania, to meet financial demands, framed by Resource Mobilization Theory (McCarthy & Zald, 1977). A convergent design within a mixed-methods approach was employed. From the target population of 841, including DSEOs, HOS, SFTs, SBCPs, and teachers. 340 participants were sampled via stratified random, census, criterion, and total population sampling. Data was collected via a questionnaire, interview, and observation guide. Three financial experts in educational planning and administration at MWECAU reviewed the instruments for validation. Pilot testing was done in three schools. The questionnaire’s reliability was confirmed via Cronbach’s Alpha Coefficient, yielding scores of 0.983 and 0.959 for TRs and SFTs, respectively. Qualitative data trustworthiness was ensured through triangulation. Quantitative data were analyzed via descriptive and inferential statistics, while qualitative data were thematically analyzed. Ethical protocols included securing research clearance, informed consent, and confidentiality. Findings revealed that well-wishers provide financial support to cover ongoing school financial gaps to a low extent. The t-test hypothesis with p =.232 revealed a lack of statistically significant difference in mean score ratings between school finance teachers. This low extent implies that while the support helps to meet some school needs, it is unreliable and cannot substitute for underfunded government provisions. The study concludes that although well-wishers’ support has value, it cannot sustainably support education in the region. It recommends increasing government funding to reduce schools’ reliance on irregular financial support and ensure sustainability.

Abstract: This study investigated the education stakeholders’ experience in the use of public employee’s performance management information system (PEPMIS) in monitoring teachers’ job performance in public secondary schools in Dar-es-salaam, Tanzania. A convergent research design under a mixed methods approach was employed. The target population comprised 6,617 teachers, 192 school heads, 5 District Secondary Education Officers (DSEOs), and 5 Municipal Information Technology Officers (MITOs). Using a combination of Creswell and Creswell’s (2023) sampling recommendations and the Yamane formula, a sample of 402 participants was drawn, including 377 teachers, 17 school heads, 4 DSEOs, and 4 MITOs, selected through stratified random sampling and total purposive sampling. Data were collected using questionnaires, interviews, and observation guides. Instrument validity was ensured through expert review, while reliability testing of the teachers’ questionnaire yielded a Cronbach’s Alpha coefficient of 0.765. A pilot test and triangulation further strengthened instrument trustworthiness. Quantitative data were analysed using descriptive statistics, while qualitative data underwent thematic analysis. Ethical protocols, including informed consent, confidentiality, and anonymity, were observed. Findings revealed that PEPMIS enhances efficiency, accountability, and timely reporting in monitoring teachers’ job performance. However, challenges such as varying digital literacy, system navigation difficulties, and technical issues limit its full potential. The study concludes that PEPMIS is generally usable for monitoring teachers’ job performance in public secondary schools in Dar es Salaam. It is recommended that schools provide regular training and refresher sessions to improve teachers’ digital literacy and confidence in using PEPMIS.

Dr. Patrick Olemong’i
St. Augustine University of Tanzania (SAUT), Arusha
Email: patrickngalaole@gmail.com

Abstract: This study investigated the Contribution of Social-Media Usage in Shaping the Emotional Well-Being of Adolescents in Public Secondary Schools in Arusha City. Specifically, it assessed how social media interaction shapes the emotional well-being of adolescents and suggested the strategies for using social media among adolescents to shape their emotional well-being in public secondary schools. Social Media Impact Theory and convergent mixed methods research design guided the study. Target population comprised of 662 teachers, and 26 head of schools, 7738 form one student and 6922 form two students. Stratified random and purposive sampling techniques were used to select the sample size. Questionnaire and interview guide were used as data collection tools. Validity of the instruments was ensured by the research experts and reliability yielded r=.856 for students’ questionnaire and r=.905 for teachers’ questionnaire through Chronbach Alpha methods. Content and face validity of the qualitative instruments was established through peer debriefing and trustworthiness. Data analysis was conducted using descriptive statistics in the SPSS for quantitative data while the qualitative data were thematically analysed then later converged to strength quantitative findings. This study revealed that social media offers connection, self-expression, and stress relief, it also poses emotional risks including anxiety, cyberbullying, addiction, and misinformation. This study concludes that adolescents require structured support through digital literacy, emotional well-being training, and responsible policies to mitigate these risks. It recommends collaborative efforts by MoEST, PORALG, schools, teachers, parents, and students to implement comprehensive strategies that transform social media into a constructive tool for adolescents’ emotional well-being.

Joseph Obua – School of Forestry Environmental and Geographical Sciences, Makerere University

Nassanga Linda Goretti – School of Journalism and Communication, Makerere University

Frank Beeza Ahimbisibwe – Faculty of Management Science, Mbarara University of Science and Technology

Email: Atuhaire.privah@gmail.com

Abstract: Inequality in access to water sources and sanitation facilities remains one of the barriers among schools in Uganda. Since there are not many studies on this development agenda, particularly when it comes to quality of water sources and sanitation facilities in rural and urban secondary schools, our findings are crucial because they add to the body of knowledge that could be used to track progress in secondary schools. This paper investigated the accessibility of water sources and sanitation facilities among selected secondary schools in Kanungu and Wakiso districts. A comparative research design and mixed method methods approach was used. Questionnaires and interviews guide were used to collect data. Validity was determined using Cronbach alpha. Data were analyzed using SPPS version 29.0, findings presented using percentages and frequencies while qualitative data was reported in narrative. The study found that 87.7% of the students in Kanungu reported that the main source of water was rainwater harvest while 89.7% through piped water in Wakiso district. 93% reported that the school never had toilets in Kanungu district while 64% in Wakiso district had toilets. 89% in Kanungu reported garbage bins for disposal of solid waste were not there while 90% in Wakiso district reported the same. This study concluded that schools need to invest in water sources and sanitation facilities to access clean water and adequate sanitation facilities. Government needs to develop systems for sustainable water and sanitation facilities for secondary schools to guarantee clean environment desired for health, wellbeing and learning outcomes.

Abstract: The study assessed the guidelines followed in the use of capitation grants and their influence on management of secondary school in Arusha District Council. Specifically, the study highlighted the guidelines followed in the allocation and the use of capitation grants and strategies for improving the use of capitation grants for effective management of public secondary schools in Arusha District. Contingency Theory guided the study. The study employed mixed approach methods, especially convergent parallel design. The target population of 1120 comprised 1050 teachers, 35 school heads and 35 board chairpersons. The sample size was composed of 105 teachers, 9 school heads and 9 board chairpersons. Validity and reliability (r= 0. 831) of instruments was determined before they were administered to the target sample. Data were collected by using questionnaires and interview guide and were analysed using descriptive statistics for quantitative data in the SPSS version 25, and qualitative data were analysed through the content analysis method. The study found that grants are often allocated based on students’ enrollment to ensure equitable distribution of resources; and schools must submit periodic financial reports to the relevant education authorities detailing how the grants have been utilized. In conclusion, the guidelines for allocating capitation grants are critical particularly in shaping the financial and administrative practices of public secondary schools. It was recommended that there is a need for the government to train school heads, develop and disseminate clear and detailed guidelines for grant utilization to ensure all schools understand the requirements and expectations.

Abstract: The study investigated the effects of professional development programmes on teachers’ performance in public secondary schools in Arusha City. Specifically, the study assessed factors that influence effectiveness of professional development programmes and possible ways of improving the effectiveness of professional development programmes offered in public schools. The study was guided by Bacon’s Theory of Performance. Convergent mixed methods design was adopted. The study targeted a population of 1962 (850 teachers, 35 school heads, 27 WEOs & 1 DSEO) in 35 secondary schools. Sample size consisted of 271 (255 teachers, 9 school heads, 6 WEOs & 1 DSEO). Teachers were selected through stratified simple random sampling techniques while school heads, WEOs and DSEO were purposively sampled. Data collection was done through questionnaires and interview guide. Validity was established through expert judgment whereas reliability (TQ; r=0.723) was determined using Cronbach’s Alpha method. Credibility of qualitative data was established through triangulation. Descriptive statistics was used to analyses quantitative data in the SPSS version 25 and results were presented in tables, while qualitative data were analyzed thematically and presented in narrative forms. The results show that teachers perceive market demand as the most influential factor, indicating the need for professional development programmes that align with current job market requirements. The study concluded that the effectiveness of professional development programmes in public schools can be significantly enhanced by allocating more resources, promoting continuous improvement and securing political support. The study recommends healthy supervision mechanisms to ensure proper curriculum implementation.