Teachers’ roles in pupils’ participation in co-curricular activities in public primary schools in Najja sub-county, Buikwe district, Uganda.

Abstract

The study investigated teachers’ roles in pupils’ participation in co-curricular activities in primary schools in Najja sub-county, Buikwe district. It was guided by three objectives; i) To assess the influence of funding on pupils’ participation in co-curricular activities, establish how the roles of teachers’ influence pupils’ participation in co-curricular activities in primary schools, and to establish the influence of infrastructural facilities on pupils’ participation in co-curricular activities in primary schools in Najja sub-county, Buikwe district. The study adopted a cross sectional research study method. The study population was 144 and a sample size of 90 respondents of which all participated. Results revealed that economic determinants lead to reduced participation in co-curricular activities in primary schools in Najja sub-county, Buikwe district (r=.531); teachers have a role in developing pupils’ activities in co-curricular activities. Similarly, teachers play significant roles in enhancing participation in co-curricular activities among pupils in primary schools in Najja sub-county, Buikwe district (r=.441). Infrastructural determinants also play significant roles in fostering pupil’s participation in co-curricular activities (r=.686). based on these findings, the study inferred therefore that economic determinants contributed positively towards the development of pupils’ activities in co curricular activities, infrastructural facilities were very crucial in the development of pupils’ activities in co-curricular activities, and lastly that teachers’ roles further contributed to participation in co-curricular activities among pupils in primary schools in Najja sub county, Buikwe district. The study suggested increased funding, increased teacher engagement, and addressing the infrastructural needs