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    Relationship between Head Teacher's Motivation Strategies and Teacher's Performance in Secondary Schools in Serere District
    (East African Journal of Education Studies, 2022-12-21) Lamaro, Gloria; Akello, Jennifer
    Globally, teacher performance is a significant challenge for education, necessitating effective strategies to combat low morale and ensure adequate school performance (Gitonga, 2012). This study investigated the relationship between headteacher motivation strategies and Teacher Performance in secondary schools in the Serere district. Head teachers in Serere District are faced challenges such as lack of supervision, low assessment, absenteeism and non-participation in school activities, leading to a 50% decline in performance. Research was needed to understand the relationship between motivation strategies and teachers’ performance. With a sample size of 246 respondents, including head teachers and teachers, a cross-sectional correlation survey methodology was employed.The Spearman Rank Order Correlation Coefficient was utilized to analyze the data that were collected through surveys.The results showed a favorable relationship between head teachers' motivation and secondary school teachers' performance in the Serere district, suggesting that accommodations, salary increases, and capacity building encourage teachers to work hard.The research findings indicated a positive association between the motivational strategies employed by head teachers and the performance of teachers in secondary schools within the Serere District. The study suggested that additional policies should be introduced to bolster and sustain the existing framework of head teachers' motivational strategies. It further recommended revisiting and refining policies related to their implementation to foster continuous improvement in teachers' performance. Additionally, the study proposed the exploration of further research avenues to delve into motivation strategies and teachers' job satisfaction in secondary schools specifically within the Serere District.
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    Head Teachers' Conflict Management Strategies and Students' Satisfaction with School Climate in Secondary Schools in Uganda
    (East African Journal of Education Studies,, 2023-05-16) Amito, Betty; Oriangi, George; Lamaro, Gloria
    Over the last three decades, students' satisfaction with school climate has been a global concern for educationists and scholars. This study investigated the influence of head teachers' conflict management strategies on students' satisfaction with the school climate. A cross sectional survey design with a sample size of 181 respondents was used. Data obtained using questionnaires were analysed using descriptive statistics to determine the nature of head teachers' conflict management strategies and the level of student's satisfaction with school climate, while linear regression was used to determine the influence of head teachers' conflict management strategies on students' satisfaction with school climate. Findings revealed that: paying little attention to students' complaints, ignoring students' complaints, and putting emphasis on conflicting parties to continue performing their tasks even if there is conflict were the most commonly used conflict management strategies, while the least commonly used strategies were taking charge in times of conflict and emphasising on areas of agreement between conflicting parties. Furthermore, students' level of satisfaction with the school climate was low. Additionally, giving priority to the views of members in settling conflicts (p = 0.037) and liaising with student leaders to settle conflicts (p = 0.069) were strategies of conflict management that had a significant influence on student's satisfaction with the school climate. In conclusion, head teachers need to consider the views of conflicting members and liaise with student leaders to manage conflicts so as to create a favourable school climate that can enhance teaching and learning. Finally, future studies may need to explore students' satisfaction in primary schools as well as in rural secondary schools.