EXPLORING TEACHERS ATTITUDES TOWARDS PHYSICAL EDUCATION INSTRUCTION IN PRIVATE PRIMARY SCHOOL. A CASE STUDY OF FOUR SCHOOLS IN WAKISO DISTRICT
1.0 Introduction
This chapter introduces the key study concepts i.e. the background to the study, the research problem, objectives, research questions, study scope and significance of the study.
1.1 Background of the study
Physical education globally is viewed as an integral part of education and serves to ensure the all-round development of the physical and moral qualities of school children, to prepare them for life, labour and defence of their country. More specifically, physical education should strengthen health, develop physical skills, the functional potential of the organism and motor skills, and inculcate moral qualities such as patriotism, internationalism, team-work, boldness purposefulness, perseverance and self-assurance (Bennet et al 2021).
According to International Charter on Physical Education and Sports (ICPES 1978) Article 2, section 1-3; “Physical education and sport form an essential element of lifelong education in the overall education system”, therefore physical education is considered as fundamental human right to which access must be made universal. The World Summit on Physical Education (WSPE, 1999) further outlines the benefits that result from physical education participation to the individual as well as the country that cannot the underrated.
Physical Education (PE) has continued to gain traction in recent years as a vital component of comprehensive child development. Once considered primarily recreational, PE is now widely recognized for its contributions to physical health, psychological well-being, socialization, and academic achievement (UNESCO, 2021; Bailey et al., 2022). Many countries have reformed their education systems to integrate structured PE programs as part of a holistic learning approach. However, despite these developments, the successful implementation of PE remains heavily dependent on teachers’ attitudes and perceptions. Recent studies from North America, Europe, and Asia indicate a dichotomy in teacher perspectives—while some view PE as essential, others still regard it as secondary to subjects like mathematics and science (Chen et al., 2020; Donnelly et al., 2023). Contributing factors include inadequate professional training, lack of curriculum support, insufficient teaching resources, and weak policy enforcement, often resulting in PE being marginalized within school timetables (Kirk, 2022; Xiang & McBride, 2024).
At the East African level, the development of PE has been slow and uneven, shaped by post-colonial educational priorities, cultural attitudes, and underinvestment in physical education infrastructure. In Kenya, Tanzania, and Rwanda, PE is included in the national curriculum, but its delivery is inconsistent due to persistent negative perceptions among teachers, limited pedagogical training, and poor resource allocation (Omondi et al., 2021; Rukundo & Ndahayo, 2023). The dichotomy between private and public schools is also evident; private institutions often prioritize academic performance, relegating PE to a lower status with minimal instructional time and funding (Kagwiria et al., 2022). Across the region, a lack of in-service training and professional development opportunities for PE instruction further contributes to low teacher confidence and engagement (Mutuku, 2020; Mwesigwa & Tumusiime, 2024).
In Uganda, Physical Education was formally integrated into the national curriculum with the 2007 thematic curriculum reforms. Nevertheless, the subject continues to be viewed as peripheral in most schools, particularly within the private sector. Teachers’ attitudes toward PE in Uganda’s private primary schools are influenced by several interrelated factors, including teacher qualification, school culture, policy priorities, and prevailing societal views on physical activity (Mugisha & Nansubuga, 2021; Ssenyonga et al., 2023). Many private schools emphasize academic excellence as a key indicator of institutional success, often allocating limited time and resources to PE. Consequently, teachers may regard PE as a non-essential subject, or even a distraction from exam-oriented instruction. Furthermore, the absence of specialized PE instructors results in the subject being taught by generalist teachers, many of whom lack the training, confidence, or motivation to deliver it effectively (Tumwine & Okurut, 2024). These challenges underscore the importance of understanding and addressing teacher attitudes, as they play a crucial role in determining the quality, consistency, and sustainability of PE programs in Uganda’s private primary schools.
1.2 Statement of the problem
Despite the recognized importance of Physical Education (PE) in promoting the holistic development of learners including physical fitness, mental well-being, and social skills its implementation in many private primary schools remains limited, particularly in regions like Wakiso District. Preliminary observations suggest that PE instruction is often marginalized, inadequately timetabled, or delivered by unqualified personnel. This raises concerns about the attitudes of teachers toward PE, which may significantly influence its delivery and prioritization within the school curriculum. In private schools, where academic performance in core subjects is often emphasized, PE is frequently viewed as a non-essential or recreational activity. Such perceptions can lead to minimal investment in PE resources, limited teacher training, and a lack of structured programming. However, there is a gap in empirical data regarding how teachers in these settings view and approach PE instruction. This study, therefore, seeks to explore the attitudes of teachers towards Physical Education instruction in four selected private primary schools in Wakiso District, with the aim of identifying underlying factors that affect their engagement and commitment to PE, and how these attitudes impact the quality and consistency of PE delivery.
1.3 Purpose of the study
The purpose of the study is to explore teachers’ attitudes towards physical education instruction in private primary school.
1.4 Objectives;
- To examine the perceptions of private primary school teachers towards the importance of physical education in the school curriculum.
- To assess the level of teacher preparedness and competence in delivering physical education instruction in private primary schools.
- To identify the factors influencing teachers’ attitudes towards the teaching of physical education in private primary schools.
1.5 Research Questions
- What are the perceptions of private primary school teachers regarding the importance of physical education in the school curriculum?
- How prepared and competent are teachers in delivering physical education instruction in private primary schools?
- What factors influence teachers’ attitudes towards the teaching of physical education in private primary schools?
1.6 Content Study
This section will include; the content scope, geographical scope and time scope.
1.6.1 Content scope
This section will include; the perceptions of private primary school teachers towards the importance of physical education in the school curriculum, the level of teacher preparedness and competence in delivering physical education instruction, the factors influencing teachers’ attitudes towards the teaching of physical education.
1.6.2 Geographical scope
The study will be carried out in wakiso district.
1.6.3 Time scope
The study will be carried out in 6 months
1.7 Significance of the study
Contribution to Academic Knowledge
This study will add to the existing body of literature by providing updated and contextual insights into the research problem. It will offer new perspectives that can be useful for scholars, researchers, and students interested in the topic.
Policy Formulation and Decision-Making
The findings of this study will assist policymakers and educational or institutional leaders in making informed decisions. It will highlight key issues and recommend actionable strategies to improve current practices or systems.
Improvement of Practices
By identifying existing challenges and proposing solutions, this study will support practitioners in adopting more effective and efficient methods in their respective fields, leading to improved outcomes.
Awareness and Advocacy
The study will raise awareness among stakeholders including communities, organizations, and individuals about the importance of the research issue. This can spark advocacy, support behavior change, and encourage further dialogue and action.
Delimitations of the study
Geographical Scope: The study will be limited to private primary schools within a selected district or municipality. Public schools and institutions outside the chosen area will not be considered.
Respondent Category: The research will focus solely on teachers currently employed in private primary schools. School administrators, pupils, and teachers from public schools will be excluded from the study.
Content Focus: The study will specifically concentrate on issues related to perceptions, preparedness, competence, and influencing factors regarding physical education instruction. Other subject areas or broader aspects of the curriculum will not be covered.
Definition of key terms
Physical Education is a structured and purposeful form of learning that involves the development of physical fitness, motor skills, knowledge about body movement, and positive attitudes toward physical activity. It is an essential component of the school curriculum that focuses on promoting health and well-being through participation in sports, games, exercise, and recreational activities. Physical education not only enhances students’ physical competencies and overall fitness but also contributes to their mental, emotional, and social development. Through regular participation, learners gain valuable life skills such as teamwork, discipline, leadership, and resilience. Moreover, physical education helps in instilling lifelong habits of physical activity, which are crucial in preventing lifestyle-related diseases and improving the quality of life.
CHAPTER TWO
LITERATURE REVIEW
2.0 Introductions
This section presents the literature in line with other scholars;
2.1 The perceptions of private primary school teachers towards the importance of physical education in the school curriculum
During the Dark Age, the scholasticism believes the key to successful life was the development of the mental or intellectual powers. These beliefs presented a challenge to physical activities since it was not allowed to be one of the subjects in the curriculum. During the period of Renaissance, scholars believed that PE has an impact to their bodies and soul that was inspirable and endorsable. This belief was necessary for health, to develop the body as a preparation for welfare and recognition for the important contribution of PE to the social and moral life (Sober website, 2019). Woods (2023), in agreement with the above beliefs, argued that the great thought in PE was not only the education of the physical nature, but the relation of physical training to complete education, and then the effort to make the physical contribute its full share to the life of the individual, in environment, training, and culture.
In the modern era, PE is viewed from the broader perspective (Siedentop, 2009). For instance, the International Charter on PE Sports (2018) pointed out that PE and Sports was essential elements of life education in the overall education system. Therefore, PE is considered as a fundamental human right to which access must be made universal.
Based the above premise, PE was first made an essential part of education in the ancient Greece (Bennet, Howell, Simri, 2024) In the late eighteenth century; Germany accorded PE and games on the curriculum. Bennet et al, (2021) points out that PE in Denmark became mandatory by law at elementary school level in 1814. However, the law discriminated against the girl child. The plight of the girl child as far as PE was concerned was only addressed after 25 years. It was Denmark and Sweden that first established the principle of attempting to provide PE in the schools for all students (Bennet et al 2021). PE is today an integral part of education and serves to ensure the all-round development of the physical and moral qualities of school children, to prepare them for life, labour and defense of their country.
Physical Education (PE) has increasingly been acknowledged as a crucial component of the school curriculum due to its contributions to holistic child development, including physical, cognitive, emotional, and social growth. Globally, studies have shown that teacher perceptions significantly influence the implementation and quality of PE instruction in schools (Hardman & Green, 2021). Positive perceptions among teachers are associated with a strong belief in the role of PE in promoting physical health, reducing obesity, improving classroom behavior, and enhancing academic performance. However, in many contexts, particularly in developing countries, PE is often undervalued, perceived as less academic, and allocated fewer resources compared to core subjects like mathematics and language (Bailey et al., 2020).
In East African countries, including Uganda, the perception of PE remains mixed. While education policy frameworks such as the Uganda National Curriculum Development Centre (NCDC, 2021) emphasize the inclusion of PE as a compulsory subject at the primary level, its actual implementation largely depends on the attitudes of school administrators and teachers. Private primary schools, in particular, may deprioritize PE due to academic competition and a strong focus on examination results. Teachers in these schools often view PE as an extracurricular activity rather than an essential part of the curriculum (Mugisha & Ssenyonjo, 2022). This perception is further influenced by limited training in physical education during teacher preparation programs, lack of equipment, inadequate playgrounds, and minimal institutional support.
Research by Ochieng and Wanyama (2023) in Kenyan private schools revealed that even though teachers recognized the physical and mental health benefits of PE, they lacked motivation to teach it due to inadequate professional development and the perception that it is not examinable. In Uganda, a study by Nakibuuka and Lumu (2022) highlighted that many private primary school teachers admitted to either skipping PE lessons or treating them casually because of the pressure to complete academic syllabi in examinable subjects. These negative perceptions lead to insufficient PE instruction, which undermines children’s right to physical and holistic education.
Nonetheless, some studies demonstrate that when teachers are exposed to quality PE training and sensitization programs, their attitudes significantly improve. Programs that integrate PE with academic learning and emphasize its contribution to student discipline, school attendance, and social development tend to be more successful (Tiruneh, 2020). Therefore, improving teacher perceptions of PE in private primary schools requires a multi-dimensional approach, including curriculum reform, adequate resourcing, teacher training, and policy enforcement, while PE is theoretically acknowledged as vital in the curriculum, the perceptions of private primary school teachers towards its importance remain a critical factor in its implementation. Addressing the barriers that shape negative attitudes such as inadequate training, lack of facilities, and low prioritization is key to strengthening the role of physical education in achieving quality primary education.
According to the MoES Monitoring report (2011) on compulsory teaching of Physical Education, many schools had not actively taken up the implementation of the subject most particularly the privately-owned secondary schools. There were significant challenges facing the implementation of compulsory secondary schools’ PE in Uganda.
2.2 Assess the level of teacher preparedness and competence in delivering physical education instruction in private primary schools
Teacher preparedness and competence are fundamental components in the effective delivery of Physical Education (PE) in schools. Globally, numerous studies emphasize that the quality of PE instruction is directly influenced by the knowledge, skills, and attitudes of the teachers assigned to deliver it (Hardman, 2021). In many countries, especially in developed regions, teachers undergo rigorous training programs that equip them with the pedagogical and practical competencies required to deliver high-quality PE lessons. However, in low- and middle-income countries, including many in Sub-Saharan Africa, there are persistent challenges related to inadequate teacher training in PE, limited professional development opportunities, and the absence of specialized PE instructors in primary schools (UNESCO, 2022).
In the East African context, research shows that PE is often undervalued in the school curriculum, resulting in limited investment in the training and recruitment of qualified PE teachers (Mwisukha & Wahome, 2020). Many private primary schools in the region prioritize academic subjects that are examinable, thus relegating PE to a lower status. Consequently, PE lessons are frequently handled by untrained teachers or classroom teachers with limited knowledge and confidence in delivering PE instruction effectively. This situation undermines the objectives of PE, which include promoting physical fitness, teamwork, and mental well-being among learners.
PE facilities form part of the core component of instruction materials in PE lessons. Physical Education should take place in an environment conducive to the learning and enriching of movement skills (such as stability, non- and locomotor and manipulative skills) (Stroebel et al. 2019). PE facilities according to Byaruhanga (2008) were constructed in schools to serve dual purpose. PE facilities in schools are used by both the school and the community for sports. Availability of PE facilities in the schools or within the reach of the school will determine whether the school will actively teach PEand practice Co-curricular sports.
Marc Johnson (2012), president of University of Nevada was quoted commenting on the importance of sports facilities on the on the RGJ.COM website, He observed that:“The student-athletes come for interviews and they look at the facilities and those schools with great facilities encourage those student-athletes to say, ‘Wow! This school supports athletics. I think I can be successful here,’’ He went on to say, “Additionally, it helps recruit coaches. The facilities send a message to coaches, assistant coaches and other staff. Whenever professionals take a job, they want to make sure they can be successful on the job, and the facilities they must help their players be successful will also make the coaches successful, as coaches, too, are on career tracks.”
Equipment and supplies are essential for the attainment of educational goals and objectives. Simpson and Anderson (1981) defined equipment as “items that last a minimum number of years or cost more than a certain amount” and supplies as items such as microscope slides, glass tubing, and cotton swabs, that are quickly consumed and that are usually less expensive than equipment items”. Some equipment performs specific functions while others such as computers perform multiplicity of functions. Sports equipment according to Sensagent Online Dictionary refers to equipment required for engagement in sports (such as balls, bats, rackets, skis, skates, ropes, weights) and devices for protection of athletes during performance (such as masks, glove, and mouth piece).
According to Ministry of Education and Sports (2008 unpublished) Guidelines for improving the conduct of PEand Sports in educational institutions outlined basic PEequipment for all PEunits in the syllabus for the respective levels (e.g. balls for netball, football, handball and volleyball; javelins, shot puts, uprights, bars and landing mattresses for athletics; and ropes, mats and horses for gymnastics) must be provided for by educational institutions. It further recommended at least two items for each of the ball games and for each of the athletics category. This same guideline went on to recommend that amidst resource constraints, Educational Institutions are encouraged to improvise where applicable to add on the available numbers of the imported items to meet the required learner to item ratio. With current policy of inclusion of learners with special learning needs into the main stream schools, the guideline also encouraged educational institutions to provide equipment for learners with special learning needs as well as, a well-equipped first aid kit for emergency in case of injuries that may occur during PES activities.
The East Africa Playgrounds website observed that, one of the many issues facing PEand sports participation in Uganda is lack of resources and equipment. Many schools just don’t have the funds to buy balls and kits. Often if they do have equipment, there is not enough, they are old and damaged, and few children get to use them. It’s therefore worth noting that there existed information gap regarding available sports equipment in the schools and the gap that exist needs to be filled.
In Uganda, private primary schools vary widely in terms of resources, staffing, and emphasis on physical education. While some well-funded schools employ trained PE specialists, many others assign PE responsibilities to generalist teachers who lack adequate preparation in PE pedagogy (Nakabugo et al., 2023). This results in inconsistent delivery of PE content and a general lack of structure in lessons. Studies have noted that most private school teachers have not received sufficient pre-service or in-service training specific to physical education, and this affects their competence in planning, demonstrating, and assessing PE activities (Ssebuwufu, 2021). Additionally, limited access to facilities, equipment, and time allocation further hampers their ability to deliver meaningful PE instruction, the literature reveals a significant gap in teacher preparedness and competence in physical education within private primary schools, particularly in developing countries like Uganda. Addressing these challenges requires targeted policy interventions, including the integration of PE in teacher training curricula, provision of professional development programs, and the hiring of specialized PE teachers to ensure that learners benefit fully from this critical area of the school curriculum.
2.3 Factors influencing teachers’ attitudes towards the teaching of physical education in private primary schools.
One of the key factors influencing teachers’ attitudes is their professional training and qualifications in physical education. Studies have shown that teachers with formal training in PE tend to have more positive attitudes towards the subject compared to those who lack such training (Hardman et al., 2014). This is largely because trained teachers feel more competent and confident in delivering PE lessons. In contrast, untrained teachers may feel inadequately prepared, leading to negative perceptions and low motivation to teach PE (Cothran, Kulinna & Garn, 2010).
Effective PE delivery entails PE educators working towards presenting a comprehensive PE learning opportunity that, together with appropriate instruction, promotes quality theoretical and practical movement knowledge and skills (Lundvall 2015). The presence of qualified PE teachers plays a crucial role in the implementation of PE programmes. Byaruhanga (2008) argued that a well-trained teacher should be able to understand, interpret and translate the subject matter from the syllabus into physical activity for the learners through scheming, lesson planning and implementation of the curriculum by active teaching of PE . Tinning (2007) emphasized that teachers should know what to do to provide engaging experiences for all young people in the PE class. Le Masurier and Corbin, (2006) argued that it is essential for teachers to know their role and to be able to justify the importance of PE and why it exists on the school curriculum, besides the fact that it was compulsory. Amongst other responsibilities, educators are responsible for ensuring PE delivery through effective teaching, fair resource allocation, impartial time allocation, authentic assessment and continuous professional development for effective interpersonal interactions and knowledge construction in schools (Ho et al. 2016)
In another study, Janzen at al. (2003) found out that PE specialist teachers in Manitoba were more likely to: (a) deliver developmentally appropriate, inclusive and gender equitable lessons; (b) take into consideration students’ affective development within their classes, (c) have increased variety of classroom and extracurricular activities; and (d) have a positive impact on the overall school climate. In line with the above positions, Byaruhanga (2008) observed that, the individual teacher’s competence was a critical factor in the quality and delivery of PElessons to the learners. He further argued that competent teachers provide quality learning and incompetent teachers results into poor learning. He also found out that majority of the teachers handling PEin Uganda and Kenya were neither adequately trained nor qualified to teach physical education.
Given the uniqueness of P. E and Sports, the UNESCO Charter on P.E, Article 4, advocated for personnel professionalism and competence of PEteachers and emphasized that PEteachers, should be appropriately qualified, having ‘adequate levels of specialization (Hardman & Marshall, 2000). The American National Association for Sport and Physical Education, and the American Heart Association (AAHPERD 2010), just like the UNESCO Charter on PE and Sports advocated for certification and licensing of P.E. teachers at the elementary, middle school/junior high and high school levels in America.
Another important factor is the perceived importance of physical education in the overall curriculum. In many private schools, PE is often viewed as less important than core academic subjects like mathematics and English. This perception can lead to reduced instructional time, limited resources, and low prioritization by school administrators, which in turn affects teachers’ attitudes (Morgan & Hansen, 2008). When teachers see that PE is undervalued by school leadership, they are less likely to view the subject as significant and may approach it with less enthusiasm.
Workload and time constraints also influence teachers’ attitudes. Teachers in private schools often handle multiple subjects or administrative responsibilities, which limits the time and energy they can dedicate to PE. Research by Tinning and Kirk (2015) indicates that when teachers are overburdened with other responsibilities, they may neglect PE or deliver it with minimal effort. This situation is compounded by the often rigid academic timetables in private schools, which leave little room for active and engaging PE sessions.
Additionally, availability of facilities and teaching resources plays a crucial role. A study by Faulkner et al. (2011) revealed that schools with adequate playgrounds, sports equipment, and changing facilities foster more positive attitudes among teachers towards PE. In contrast, a lack of infrastructure discourages effective teaching and leads to frustration among teachers, especially when they are unable to implement planned activities due to physical limitations.
Teachers’ personal experiences and beliefs about physical activity and sports are also influential. Teachers who were actively engaged in sports during their own schooling years or maintain an active lifestyle are more likely to have a positive attitude towards teaching PE (Silverman & Subramaniam, 1999). Conversely, those with negative past experiences or who are physically inactive may project their disinterest or discomfort onto their teaching practices.
Moreover, professional development opportunities impact attitudes. Access to workshops, seminars, and continuous training in PE enables teachers to update their knowledge and teaching strategies, thereby enhancing their confidence and willingness to teach the subject (Blankenship & Coleman, 2009). In private schools where such opportunities are rare or non-existent, teachers may feel unsupported and less motivated to teach PE effectively.
Finally, support from school leadership and policy frameworks has been shown to influence teachers’ attitudes. When school administrators provide support through scheduling, budget allocations, and recognition of PE’s value, teachers are more likely to feel motivated and committed to the subject (DeCorby et al., 2005). Policy guidelines that emphasize the inclusion of PE as a core subject also help to legitimize its role and encourage positive teacher engagement, teachers’ attitudes towards the teaching of physical education in private primary schools are shaped by a complex interplay of factors, including their training, institutional support, perceived value of the subject, workload, and personal experiences. Addressing these factors through enhanced training, supportive policies, adequate resourcing, and continuous professional development can significantly improve the teaching and learning of PE in private primary school settings.
2.4 Summary of the literature
The literature highlights that Physical Education (PE) is increasingly recognized as essential to holistic child development supporting physical, cognitive, emotional, and social growth. Globally, positive teacher perceptions are critical to effective PE implementation, contributing to student health, behavior, and academic outcomes. However, in developing countries like Uganda, PE often remains marginalized due to its non-examinable status and perceived lower academic value, especially in private primary schools. Limited resources, inadequate facilities, and insufficient teacher training exacerbate this challenge.
In East Africa and Uganda, national curricula emphasize PE as a compulsory subject, but implementation varies significantly. Many private schools deprioritize PE in favor of academic subjects. Teachers often lack specialized training and view PE as extracurricular. Studies from Kenya and Uganda reveal that while teachers acknowledge PE’s benefits, they feel unmotivated due to professional development gaps and curriculum pressures. Some improvements in teacher attitudes have been observed when targeted training and integrated teaching approaches are used.
In terms of teacher preparedness and competence, the quality of PE instruction is largely influenced by teachers’ knowledge, skills, and confidence. In Uganda, many private school teachers lack both pre-service and in-service PE training. This leads to poor delivery of PE content and inconsistency in teaching quality. The absence of qualified PE instructors, limited equipment, and poor infrastructure further weaken instructional effectiveness. The situation calls for policy reforms in teacher education and recruitment to boost competence in PE delivery.
CHAPTER THREE
METHODOLOGY
3.0 Introduction
This chapter presents the methodology to be used in the study. It will include; Research design, population and sample of techniques, Target/Accessible population, Sample, Sample Techniques, data collection, quality control, data analysis, assumptions and limitations.
A research design is a plan of how the researcher will conduct the study (Kothari 2004). In this study, a cross-sectional survey research design will be adopted where both qualitative and quantitative research approaches will be used. This design will be useful as it will be the most appropriate way to gather data from a large population at a particular time (Amin, 2005). Qualitative methods will be used to collect, present, interpret and analyze verbal data (descriptive and narrative). Whereas quantitative methods will be used to interpret and analyze numerical data and this will be done inform of tables, frequencies and percentages. The design will be chosen because it generates quick self-reports from the participants under the study, (Creswell, 2005). Also, cross sectional survey design will be chosen because the study will involve collecting data from a relatively large number of respondents in its geographical setting, cheaply and in a short time (Elliot 1999). This design is also chosen because of the nature of the study as it requires cutting across a representative sample of all respondents in the study population.
3.2 Population and Sampling Techniques
According to Mugenda (1999) population is a large group of people or objects from which a number of individuals are selected for a study. The target population for this study, will be teachers and head teachers of primary schools because head teachers are directly involved in the management of school. This study will involve 32 teachers from 4 schools in wakiso district, 4 head teachers and 4 deputies making a total of 40 respondents.
3.2.1 Sampling Procedure
Sampling is the process of obtaining information about an entire population by examining only part of it (Mingers, 2005 & Myers, 1997). The target groups will be primary school teachers, head teachers and deputies.
Simple random sampling will be used because it prevent bias and ensures that all members have an equal chance of being selected in the study. This technique will be used in selected pupils and teachers to participate in the study, while purposive sampling technique will be used in selecting Head teachers and deputies, school management committee members.
Purposive sampling technique will be used to select the above respondents because their target population is small and is known.
3.2.2 Target/Accessible Population
This study will be conducted in4 primary schools in wakiso district.
3.3 Information Sources
Both primary and secondary sources of information will be used by the researchers. A primary source of data is the one in which an individual describes an occurrence by actual observation while a secondary source of data is any publication written by an author who is not direct participant in the study described (Mugenda, 1999). Primary data will include information from questionnaires and interview while the secondary data will be from text books, educational journals, internet, news papers and magazines.
3.4 Research Instruments
Researcher will use methods that provide high accuracy, generalizability and explanatory power, with low cost, rapid speed and maximum management demands and administrative convenience (Warwick and Lininger, 1975). Basing on this fact, a combination of the following research instruments will be used in this study for complementary purposes: questionnaires and interview schedule.
3.4.1 The Questionnaire
Kakinda (1995) asserts that questionnaire is a set of related questions designed to collect information from respondents. The Questionnaires will be used to get information from the teachers. Questionnaires will be preferred because they are appropriate tools through which many respondents can be reached. The questionnaire will make it possible to obtain a wide variety of responses and to draw more reliable conclusions from the responses of teachers. Questionnaires will also facilitate easy and quick derivation of information within a short time (Borg and Gall, 1983).
3.4.2 The Interview Schedule
Verd (2004) defines interview guide as oral and vocal questioning technique or discussion. The interview schedule will be prepared and used to collect qualitative in-depth data. The interview schedules provided the researcher with greater opportunity to explain the purpose of the study (Stone and Harris 1984). This instrument will be used to obtain data from the head teachers and members of school management committee. The questions will be designed on the basis of the objectives of the study and the research questions stated in chapter one.
3.5 Quality Control
The instruments will be validated before their use in actual data collection. For the research instrument to be considered valid the content selected and included in the questionnaire must also be relevant to the variables being investigated. Validity for this study will be done through consultations with experts from the faculty of education. This will be done to assess the relevance of the content in the research tools in relation to the objectives of the study.
3.5.1 Reliability of the Research Instruments
Reliability is the extent to which the measuring instrument produces consistent scores when the same groups of individuals are repeatedly measured under the same conditions (Amin, 2004).
For consistency of research results from the study instrument, the researcher will use Cronbach’s alpha method with the help of SPSS.
3.5.2 Validity
Validity of instrument means that the instruments are serving the purpose for which they are intended (Keeves,1988;Sarantokos,1997).This is the ability to produce findings that are in agreement with theoretical or conceptual values or to produce accurate results and to measure what is supposed to be measured. The researcher will ensure that content validity of the SAQs by ensuring that questions in it conform to the study’s research objectives and conceptual framework. The research experts and with the help of the supervisor will independently judge the validity of the items in the questionnaire, interview guide in relation to research objectives. The Content Validity (CV) will be computed to determine the validity of the set of SAQs using the formula;
CVI=Total number of items rated as valid
Total number of items on the instrument
3.6 Data Analysis
This is because the research instruments will yield both qualitative and quantitative data. Qualitative data will be edited on a continuous basis to ensure that it is complete. It will be put into categories according to the variables. Content analysis will be done. Conclusions will be made from that type of data
3.7 Research Procedure
The researcher will obtain a letter of introduction from the institution. He will then go to the schools to get permission from the head teachers and make arrangements of days and time to administer the questionnaires and to conduct interviews. The researcher will then personally deliver the questionnaires and conduct interviews in the schools.
3.8 Ethical Consideration
During the research, integrity and confidentiality will be considered. This will be done through seeking consent from the respondents and acknowledgement of the authors. The findings will be used for academic purposes only.
3.9 Limitations of the Study
The researcher may face few limitation including limited time by the respondents to participate in the study, but they will be encouraged to participate in the study and they will be told that the study is meant for academic purpose therefore their participation is extremely important.
