Instructional Resources and Teacher Effectiveness in Government-Aided Secondary Schools in Uganda

Abstract

The study examines the influence of instructional resources on teacher effectiveness in government-aided secondary schools in Uganda and specifically the extent to which availability and utilization of instructional resources influence teacher effectiveness. A descriptive cross-sectional survey design was used in which 82 head teachers and 1024 teachers were selected using multistage sampling. Survey, interview, observation and document analysis methods were used to collect data. Quantitative data were analyzed using descriptive statistical analysis and ordered logistic regression, while content analysis was used to analyze qualitative data. The findings suggest that availability and utilization of instructional resources significantly contribute to teacher effectiveness although instructional resources are inadequate and not properly utilized. To enhance teacher effectiveness, the Ministry of Education and Sports (MoES) should continuously train teachers on use and improvising of instructional resources. Government should construct more libraries and science laboratories especially for Universal Secondary Education [USE] schools to promote easy accessibility of textbooks by learners and teachers and practical teaching of science subjects.