This study investigated the relationship between school infrastructure and pupil enrolment among the universal primary education schools in Mbarara City, Uganda. School infrastructure was conceptualized in terms of physical, services and didactic aspects. The study adopted the cross-sectional research design with a sample of 230 from the population of 776 teachers. Data was collected using a self-administered questionnaire and was analysed quantitatively. The study established that much as the schools had adequate infrastructure including appropriate buildings, enough classrooms, desks that enabled comfortable writing, comfortable classroom chairs, appropriate blackboards and classrooms with attractive charts, the UPE schools did not attract the expected number of pupils. Services infrastructure was at a fair level as a lot was still desired in the schools with respect to electricity, provision of drinking water, toilets for boys and girls and school clinics. The libraries were to a less extent spacious. The schools had very limited working computers and other technologies such as television sets and projectors. While physical infrastructure and services infrastructure had a positive and significant relationship with pupils’ enrolment, didactic infrastructure did not have a relationship. It was therefore recommended that leadership in schools under investigation should make effort to entice parents to take pupils to UPE schools. This could be accomplished by improving the quality of school infrastructure. Since the physical and service infrastructures had a significant relationship with the school enrolment, such factors should be improved in order to enable the schools attract the required number of pupils.
The study established the relationship between appraisal practices and teachers’ instructional delivery methods in Isingiro North Constituency Primary Schools of Isingiro District, Uganda. A descriptive survey design was adopted. The target population of this study comprised of head teachers, teachers in the Primary schools and inspector of schools in Isingiro north constituency. Questionnaires were used to collect data from respondents. The results indicated that there was a positive statistically significant relationship between appraisal practices and teachers’ instructional delivery method (The p =0.000<0.01). It was concluded that there was a positive significant relationship between appraisal practices and teachers’ instructional delivery. It was recommended that the ministry of education should enhance goal setting practices and link attainment of goals with rewards to continue improving the teachers’ instruction delivery in primary schools. Head teachers should provide regular and timely feedback to teachers. Head teachers should ensure that performance feedback is free from errors based on personal bias like stereotyping to have positive effect on instruction delivery
Intention to drop out of school and consequential child dropout due to cultural attachment, particularly among cattle keepers is a global challenge in various contextual settings. The study investigated the contributions of cultural attachment on intention to drop out of school in the primary schools in the Kazo district. Analytical cross-sectional design using a quantitative approach was conducted in January 2022 among 338 children in primary six and primary seven in the six public primary schools in Kazo district. Pearson product-moment correlations and linear regression were conducted using Stata 15. The study findings were that cultural attachment had a moderate positive impact on intention to drop out of school in the primary schools in Kazo district (r = .0.10, p =.242) and explained only 1% of the variance of intention to drop out of school in the primary schools in Kazo district (r2 = .01). Therefore, various cultural attachment influence intention to drop out of school. Strategies for cultural attachment are paramount.
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