View in EDS

Strengthening Teacher Competence for Inclusive Active Learning in Pre-Primary Schools: Evidence from Kabale District, Uganda.

Saved in:
Bibliographic Details
Title: Strengthening Teacher Competence for Inclusive Active Learning in Pre-Primary Schools: Evidence from Kabale District, Uganda.
Authors: Ankunda, Grace1 ankundagrace72@gmail.com, Mukokoma, Mary Maurice Nalwoga1, Okimait, David1
Source: East African Journal of Education Studies. 2025, Vol. 8 Issue 4, p50-69. 20p.
Subject Terms: *Active learning, *Teacher competencies, *Constructivism (Education), *Preschool education, *Effective teaching, *Evaluation methodology
Geographic Terms: Uganda
Abstract: Inclusive active learning is essential as it fosters engagement, accommodates diverse learning needs, promotes collaboration and critical thinking, enhances academic performance, and creates an equitable, student-centred environment that supports success for all learners. This research aimed to examine the influence of teacher competence on the use of active learning strategies in preprimary schools in Kabale District, Uganda. Teacher competence was assessed through four dimensions: ethical competence, pedagogical competence, subject matter expertise, and assessment and evaluation skills. A convergent parallel mixed-methods design was employed, grounded in Constructivist Learning Theory. Quantitative data were collected from 254 teachers using a structured questionnaire, while qualitative insights were gathered from 15 headteachers through interviews. Quantitative analysis involved descriptive statistics, correlation, and regression, while qualitative data were examined thematically. Findings indicated that while overall teacher competence was rated high, active learning implementation remained moderate. Regression analysis revealed that pedagogical competence, along with assessment and evaluation, had a significant positive influence on active learning. Subject matter competence showed a positive but statistically insignificant influence, whereas ethical competence exhibited a negative and insignificant influence. The study concludes that pedagogical skills and effective assessment practices are critical drivers of active learning in early childhood education. Conversely, subject matter and ethical competencies, though important, may not directly enhance active learning in this context. It recommends that school administrators prioritise strengthening teachers' pedagogical and assessment capabilities. Additionally, the Ministry of Education and Sports, along with other stakeholders such as district education officers and boards of governors, should reinforce professional development focused on ethical conduct, instructional methods, and evaluation strategies to support inclusive active learning. [ABSTRACT FROM AUTHOR]
Copyright of East African Journal of Education Studies is the property of East African Nature & Science Organization Journals and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:Inclusive active learning is essential as it fosters engagement, accommodates diverse learning needs, promotes collaboration and critical thinking, enhances academic performance, and creates an equitable, student-centred environment that supports success for all learners. This research aimed to examine the influence of teacher competence on the use of active learning strategies in preprimary schools in Kabale District, Uganda. Teacher competence was assessed through four dimensions: ethical competence, pedagogical competence, subject matter expertise, and assessment and evaluation skills. A convergent parallel mixed-methods design was employed, grounded in Constructivist Learning Theory. Quantitative data were collected from 254 teachers using a structured questionnaire, while qualitative insights were gathered from 15 headteachers through interviews. Quantitative analysis involved descriptive statistics, correlation, and regression, while qualitative data were examined thematically. Findings indicated that while overall teacher competence was rated high, active learning implementation remained moderate. Regression analysis revealed that pedagogical competence, along with assessment and evaluation, had a significant positive influence on active learning. Subject matter competence showed a positive but statistically insignificant influence, whereas ethical competence exhibited a negative and insignificant influence. The study concludes that pedagogical skills and effective assessment practices are critical drivers of active learning in early childhood education. Conversely, subject matter and ethical competencies, though important, may not directly enhance active learning in this context. It recommends that school administrators prioritise strengthening teachers' pedagogical and assessment capabilities. Additionally, the Ministry of Education and Sports, along with other stakeholders such as district education officers and boards of governors, should reinforce professional development focused on ethical conduct, instructional methods, and evaluation strategies to support inclusive active learning. [ABSTRACT FROM AUTHOR]
ISSN:27073939
DOI:10.37284/eajes.8.4.3777