Teachers’ competences and pupils’ engagement in selected primary schools in Kagadi town council, Kagadi district, Uganda.

Abstract

The purpose of the study was to investigate teachers’ competencies and pupils’ engagement in selected primary schools in Kagadi Town Council, Kagadi District, Uganda. Three research objectives were used and these were; 1. To find out teachers’ competencies in selected primary schools in Kagadi Town Council, Kagadi District, Uganda. 2. To investigate how teachers’ competencies in selected primary schools affect pupils’ classroom engagement in Kagadi Town Council, Kagadi District, Uganda. 3. To establish the importance of teachers’ competences in selected primary schools in Kagadi Town Council, Kagadi District, Uganda. The study adapted a co-relation and cross-sectional survey research design. Two hundred and fifty respondents constituted a sample of the study. These included headteachers, teachers, and students. The researcher used two instruments. These included questionnaires, and interviews. The result revealed that, there was positive significant relationship between competence and teachers’ competencies, positive significant relationship the various types of competence given to teachers and their competencies, a positive relationship between staff welfare and teachers’ competencies in primary schools and a positive relationship between competence display of teachers and their learners’ competencies in primary schools. Of all the above variables, teachers’ preparednesshave the highest impact on teachers’ competencies followed by time management and lastly, teachers’ attitude. The conclusion of the study was that, there was a significant impact among variables of the study with competence and teachers’ competencies. The recommendations were therefore made focusing mainly on the need to improve on teachers’ competence through effective preparations, time management and attitude in primary schools in Kagadi Town Council, Kagadi District, Uganda.