Strengthening Teacher Competence for Inclusive Active Learning in Pre-Primary Schools: Evidence from Kabale District, Uganda.
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| 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 |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188691706 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Strengthening Teacher Competence for Inclusive Active Learning in Pre-Primary Schools: Evidence from Kabale District, Uganda. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ankunda%2C+Grace%22">Ankunda, Grace</searchLink><relatesTo>1</relatesTo><i> ankundagrace72@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Mukokoma%2C+Mary+Maurice+Nalwoga%22">Mukokoma, Mary Maurice Nalwoga</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Okimait%2C+David%22">Okimait, David</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22East+African+Journal+of+Education+Studies%22">East African Journal of Education Studies</searchLink>. 2025, Vol. 8 Issue 4, p50-69. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+competencies%22">Teacher competencies</searchLink><br />*<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Preschool+education%22">Preschool education</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Evaluation+methodology%22">Evaluation methodology</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Uganda%22">Uganda</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.37284/eajes.8.4.3777 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 50 Subjects: – SubjectFull: Active learning Type: general – SubjectFull: Teacher competencies Type: general – SubjectFull: Constructivism (Education) Type: general – SubjectFull: Preschool education Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Evaluation methodology Type: general – SubjectFull: Uganda Type: general Titles: – TitleFull: Strengthening Teacher Competence for Inclusive Active Learning in Pre-Primary Schools: Evidence from Kabale District, Uganda. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ankunda, Grace – PersonEntity: Name: NameFull: Mukokoma, Mary Maurice Nalwoga – PersonEntity: Name: NameFull: Okimait, David IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 27073939 Numbering: – Type: volume Value: 8 – Type: issue Value: 4 Titles: – TitleFull: East African Journal of Education Studies Type: main |
| ResultId | 1 |
