CUEA Digital Repository
The Catholic University of Eastern Africa (CUEA) Digital Repository is an open-source platform that enables the university to:
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LOGISTICAL COORDINATION AND MISSION PERFORMANCE OF THE AFRICAN UNION MISSION IN SOMALIA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2026-11-04) MAXMILLIAN AKELLO OKECH
The African Union Mission in Somalia (AMISOM) operated in a complex environment characterised by insecurity, difficult terrain, weak infrastructure and demanding operational requirements. Although logistics is widely recognised as central to peace-support operations, previous studies often treated it as a single function and gave limited attention to the separate contribution of supply support, procurement procedures, transportation and distribution, and maintenance systems to mission performance. This study examined the relationship between logistical coordination and the performance of AMISOM. Specifically, it assessed the relationship between adequacy and timeliness of supply support and mission performance; procurement procedures and mission performance; transportation and distribution systems and mission performance; and maintenance of vehicles, equipment and facilities and mission performance. The study was guided by Systems Theory and the Resource-Based View and adopted an embedded mixed-methods design in which the quantitative strand was dominant and qualitative evidence provided explanatory depth. The target population comprised 250 AMISOM and United Nations Support Office in Somalia personnel involved in logistical operations. A sample of 154 questionnaire respondents was selected, and 139 completed questionnaires were returned, representing an 90.3% response rate. Ten key informants and two focus group discussions were purposively selected for the qualitative strand. Quantitative data were analysed using frequencies, percentages, means, standard deviations, Pearson
correlation and multiple regression in SPSS version 26, while qualitative data were analysed thematically. Procurement procedures had the strongest statistically significant relationship with mission performance (r = .513, p = .001), followed by supply support (r = .452, p = .003). Transportation and distribution systems (r = .116, p = .284) and maintenance systems (r = .196, p = .091) showed weak, non-significant relationships. The regression model explained 31.0%
of the variance in mission performance (R2 = .310, F = 8.971, p = .004), with procurement procedures emerging as the strongest predictor. The study concluded that coordinated logistics, particularly efficient procurement and reliable supply support, is important for operational readiness and mission responsiveness. It recommends streamlined procurement approvals, improved supply-chain coordination, stronger transport capacity and route planning, preventive maintenance, adoption of digital logistics systems, and strengthened coordination among AMISOM, UNSOS and troop-contributing countries. The study contributes disaggregated empirical evidence on the role of logistical dimensions in African-led peace-support operations.
ADJUDICATION OF MARRIAGE CAUSES IN THE FIRST INSTANCE TRIBUNAL PURSUANT TO CANON 1673 § 1 WITH REFERENCE TO THE CATHOLIC DIOCESE OF ARUA, UGANDA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2026-11-04) ALICE JACAN
OBLIGATION AND RIGHT OF CHRISTIAN PARENTS TO ATTEND TO CHRISTIAN EDUCATION OF THEIR CHILDREN (CANON 226, §2) WITH REFERENCE TO THE CATHOLIC ARCHDIOCESE OF CAPE TOWN, SOUTH AFRICA.
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2026-11-04) PETER CORNEL MARK ZIEGLER
INFLUENCE OF TOTAL QUALITY MANAGEMENT (TQM) TECHNIQUES ON LEARNERS’ ACADEMIC ACHIEVEMENT IN GOVERNMENT PRIMARY SCHOOLS IN GULU CITY-UGANDA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2026-11-04) AYAA HELLEN
This study investigated the influence of Total Quality Management (TQM) techniques on learners' academic achievement in government primary schools in Gulu City, Uganda. It was motivated by persistently low Primary Leaving Examination (PLE) performance, with only 8.04% of candidates attaining Division One over a ten-year period. The study addressed research questions on how customer focus with pupils as the primary clients, continuous improvement by teachers, benchmarking with other schools, prompt corrective actions, and Quality Control Circle (QCC) techniques are implemented to influence learners' academic achievement in government primary schools in Gulu City, Uganda. The study was anchored on Quality Management Theory (QMT), and adopted a convergent mixed-methods design, comprising a cross-sectional survey for the quantitative component and a phenomenological design for the qualitative component. A sample of 374 participants was drawn from a target population of 2,514 stakeholders using stratified, simple random, expert purposive, census, and snowball sampling techniques. Data were collected through questionnaires, interviews guides, focus group discussions guides, and document analysis guides. Quantitative data were analysed using descriptive and inferential statistics in SPSS version 25, while qualitative data were analysed thematically. Instrument validity was established through expert review, reliability through Cronbach’s Alpha coefficients ranging from 0.702 to 0.894. The trustworthiness of the qualitative data was established through the four criteria of credibility, dependability, conformability, and transferability. These were enhanced using strategies such as member checking, peer debriefing, triangulation of data sources and methods, and maintaining a comprehensive audit trail to ensure that the findings were credible, consistent, and applicable to similar contexts. Ethical principles, including informed consent/assent, confidentiality, anonymity, and voluntary participation, were observed. The findings revealed
that customer focus, continuous improvement, corrective actions, and Quality Control Circles positively influenced pupils’ academic achievement, whereas benchmarking and individualised remedial support were inadequately implemented. The study concluded that TQM techniques significantly influence learners’ academic achievement in government primary schools and recommended a national TQM policy, institutionalised benchmarking and quality circles, strengthened remedial programmes and parental involvement, and enhanced quality assurance systems. The study contributes empirical evidence on the application of TQM in primary education in developing-country contexts.
EMOTIONAL REGULATION AND PSYCHOLOGICAL WELL-BEING AMONG YOUNG ADULTS FROM PENTECOSTAL CHURCHES’ CLERGY FAMILIES IN KAJIADO COUNTY, KENYA
(THE CATHOLIC UNIVERSITY OF EASTERN AFRICA, 2026-11-04) RUTH N. KIRIAMANA
This study investigated the relationship between emotional regulation and psychological well-being among 305 young adults from Pentecostal clergy families in Kajiado County, Kenya. Grounded in Gross’s Process Model of Emotion Regulation and Ryff’s Psychological Well-Being theories, the research adopted a mixed-methods approach with an embedded design. Quantitative data were gathered using the Emotion Regulation Questionnaire (ERQ) and the Psychological Well-Being Scale (PWB), with a multi-stage sampling approach involving both stratified and simple random sampling techniques. Qualitative data were collected through semi-structured interviews guided by an interview protocol. Quantitative data were analysed using SPSS version 27, while the qualitative data were subjected to systematic thematic analysis. The findings showed that 60.9% of participants had a moderate level of emotional regulation, 27.8% had a high level, and 11.3% had a low level. Further, the findings indicated that the majority of participants (77.1%) demonstrated a moderate level of psychological well-being, while 14.4% reported high levels and 8.5% exhibited low levels of psychological well-being. The study found a weak but statistically significant positive relationship (r = .154, p = .007 ≤ 0.05) between emotion regulation and psychological well-being among young adults from Pentecostal Churches’ Clergy Families in Kajiado County, Kenya. Qualitative data from 14 purposively selected focus group participants identified key intervention pillars to enhance emotion regulation and psychological well-being, including mentorship, autonomy, purpose development, peer support, self-acceptance, family dialogue, spiritual growth, and resilience. The study concluded that clergy families should establish clear structural boundaries between public ministry and personal life, and parents should distinguish between leadership and parental roles. It recommends that psychologists implement targeted counselling strategies to address religious perfectionism, co-dependency, and identity loss. A longitudinal study to track how these young adults cope after leaving the family home, and another one to test the impact of the seven intervention pillars on their global well-being were recommended.