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|Head teachers’ motivation practices and pupils’ completion rates in government aided primary schools In Manafwa district-Uganda
Government aided schools
|University of Kisubi
|The study investigated the influence of Head teachers’ Motivation practices on pupils’ completion rates. The study objectives were: to assess the influence of provision of midday meals on completion rates, to establish the influence of head teachers’ use of rewards on Completion rates; and to establish the effectiveness of Head teachers’ use of Career guidance on completion rates. A descriptive survey design was used adopting qualitative and quantitative approaches. The study used 224 respondents comprising the head teachers, teachers of P7 and class prefects for P7. Questionnaire, interview and documentary records for completion rates were used to collect data. Objectives of the study were analyzed using both descriptive statistics such as mean, standard deviation and inferential statistics like to the Pearson Correlation coefficients. The study found no significant influence between provision of midday meals and pupils completion rates, since r. = 0.061 and p.= 0.590. There is a significant influence of head teachers’ use of rewards on Completion rates with r. = 0.405 and p.= 0.000. Likewise, head teachers’ use of Career guidance was found to be significantly effective in promoting completion rates in government aided Primary schools in Manafwa district with r. =0.324 and p.=0.003. The researcher recommended that: Parents and schools should work hand in hand in order to provide midday meals to all learners as a means of promoting completion rates. Head teachers should budget for rewards in order to continue providing them to learners on a termly basis. Head teachers should continue to use career guidance during assemblies and by using motivational speakers as a means of helping pupils to continue with their studies until they finish the education cycle.
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|Faculty of Education (FEDUC)
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|A research dissertation submitted to the school of graduate studies and research in partial fulfillment of the requirements for the award of the degree of Master in Education Leadership of University of Kisubi
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