ADMINISTRATIVE INTERVENTIONS ON RETENTION OF ECONOMICALLY CHALLENGED LEARNERS IN PRIVATE AND GOVERNMENT SECONDARY SCHOOLS IN KABALE DISTRICT, UGANDA
| dc.contributor.author | TUMUHIMBISE KASYA SARAH | |
| dc.date.accessioned | 2026-03-02T12:55:57Z | |
| dc.date.available | 2026-03-02T12:55:57Z | |
| dc.date.issued | 2019-07 | |
| dc.description | THESIS | |
| dc.description.abstract | This study was to assess the administrative interventions for retention of economically challenged learners in Private and Government Secondary Schools in Kabale District, Uganda. The study was guided by six research questions: How does School Administration influence parental involvement on retention of economically challenged learners in Secondary Schools? What role does school administrators play in sensitisation of community to the retention of economically challenged learners in secondary schools? To what extent do school administrators play a role in facilitating guidance and counselling for the retention of economically challenged learners in secondary schools? How does school administration distribute school bursaries from the government to economically challenged learners? What challenges do school administrators in Kabale district face in retaining economically challenged learners in the system? What measures can be taken to improve for retention of economically challenged learners in Secondary Schools in Kabale District, Uganda. The theory of students’ retention, developed by Beatty-Guenter in 1994, guided this study. The study adopted a convergent parallel mixed methods design. The target population was 23 secondary schools and 1430 people, that is, 292 teachers, 980 students, 150 parents, 23 Head Teachers, 1 District Education Officer, and 2 District Inspectors of Schools in secondary schools in Kabale District. The sample size was 238 participants. Purposive, snowball, stratified and simple random sampling were used to select one DEO, two DIS, 5 Head teachers, 70 teachers, 30 parents and 130 students. Data was collected using questionnaires and in-depth interview guides. The instruments were subjected to content validity. Cronbach Alpha determined the reliability of Quantitative data. Quantitative data analysis was done by use of Statistical Package for Social Sciences version 21 that generated frequencies and percentages that summarized data and presented in distribution tables. Qualitative data was organized into themes and presented using narratives and direct quotes. Key findings show that school administrators involved parents in students’ retention, and community sensitization was weakly performed. Facilitating guidance and counselling was rare in most schools. There were no government programmes that gave bursaries to the poor students. There is only USE, which is education for all, and there was high level of challenges encountered by school administrators in retaining economically challenged learners. The study concluded that effective measures are vital for the retention of learners in their respective schools and there is need to put more effort to provide more occasions for community sensitization. The study recommended that there should be a specific national strategy for increasing retention; a national policy for the facilitation of guidance and counselling, should be put in place and focus on administrative monitoring and evaluation components to improve retention of economically challenged learners in Kabale District. | |
| dc.identifier.uri | https://repository.cuea.edu/handle/123456789/562 | |
| dc.language.iso | en_US | |
| dc.publisher | THE CATHOLIC UNIVERSITY OF EASTERN AFRICA | |
| dc.subject | Administrative interventions | |
| dc.subject | learner retention | |
| dc.subject | economically challenged learners | |
| dc.subject | secondary schools | |
| dc.subject | public and private schools | |
| dc.subject | Kabale District | |
| dc.subject | Uganda | |
| dc.title | ADMINISTRATIVE INTERVENTIONS ON RETENTION OF ECONOMICALLY CHALLENGED LEARNERS IN PRIVATE AND GOVERNMENT SECONDARY SCHOOLS IN KABALE DISTRICT, UGANDA | |
| dc.type | Thesis |