Teacher retention continued to pose significant challenges to educational quality and institutional stability in Luweero
District secondary schools. While transactional leadership remained the predominant management approach in many
educational institutions, its specific effects on teacher retention remained insufficiently documented in the Ugandan
context.This study employed a descriptive cross-sectional survey design involving 138 respondents from four selected
secondary schools in Luweero District. The sample comprised 4 school principals, 4 deputy principals/supervisors,
70 senior teachers, and 60 junior teachers, selected through purposive and random sampling techniques. Data were
collected using structured questionnaires and analyzed using SPSS version 25, employing descriptive statistics,
correlation, and regression analyses. The findings revealed a moderate positive relationship between transactional
leadership and teacher retention (r = 0.542, p < 0.001). Contingent reward demonstrated a significant positive effect
(r = 0.598, p < 0.001), while management-by-exception (active) showed a weaker positive relationship (r = 0.387, p
< 0.001). Management-by-exception (passive) exhibited a negative correlation with retention (r = -0.312, p < 0.001).
Regression analysis indicated that transactional leadership explained 29.4% of variance in teacher retention.
Transactional leadership significantly influenced teacher retention, though less strongly than transformational
approaches. Contingent reward practices positively affected retention, while passive management styles undermined
teacher commitment. The moderate explanatory power suggested that transactional leadership alone proved
insufficient for optimal retention outcomes. School administrators should integrate contingent reward systems with
broader leadership approaches, minimize passive management practices, and consider complementing transactional
strategies with transformational leadership behaviors to maximize teacher retention.

The study examined the effects of vocational training on employment rates in Ntungamo District, Uganda. A crosssectional survey design was utilized with a sample of 124 respondents comprising both vocational training graduates
and non-graduates. Data were collected using structured questionnaires and analyzed through independent samples ttests, correlation, and regression analysis. Results showed that vocational training significantly increased employment
rates, with 78.7% of vocational graduates employed compared to 42.3% of non-graduates (t=5.842, p

Youth entrepreneurship is widely recognized as a critical pathway for economic development and youth empowerment in rural Uganda. However, access to start-up capital remains a persistent barrier. This study investigates the disaggregated impact of three capital access constructs source availability, affordability, and procedural knowledge on corresponding dimensions of youthparticipation: economic, socio-civic, and innovation & sectoral participation. A cross-sectional survey design was employed, collecting data from a stratified random sample of 350 youth entrepreneurs in Kisoro District. Data were analyzed using multiple regression with control variables in SPSS. Results revealed differentiated effects: capital source availability most strongly predicted economic participation (β = .625, p < .001), capital affordability best predicted socio- civic participation (β = .525, p < .001), and procedural knowledge accessibility was the strongest predictor of innovation participation (β = .585, p < .001). The models explained substantial variance (R² = .545 to .612). The study concludes that capital access is not a monolithic constraint butcomprises distinct barriers affecting different participation outcomes. Recommendations are offered for developing multi-faceted financial inclusion strategies that address specific capital access dimensions to foster holistic youth empowerment.

Youth disengagement from productive economic and civic life remains a critical challenge in rural Uganda. This study
investigated the disaggregated impact of three skills development constructs vocational training relevance,
entrepreneurship education, and mentorship access on corresponding dimensions of youth participation: economic
engagement, community development involvement, and local decision-making participation. A cross-sectional
survey design was employed, collecting data from a stratified random sample of 345 youth group members in Kisoro
District. Data were analysed using descriptive statistics, Pearson correlation, and simple linear regression in SPSS.
Results revealed significant positive relationships for all hypothesized paths: vocational training predicted economic
engagement (β = .755, p < .001, R² = .570), entrepreneurship education predicted community development
involvement (β = .728, p < .001, R² = .530), and mentorship access predicted decision-making participation (β =
.742, p < .001, R² = .551). The study concludes that skills development programmes must be deliberately designed
with specific constructs to target distinct participation outcomes. Recommendations are offered for policymakers to
adopt an integrated, construct-specific approach to youth empowerment for sustainable socio-economic
transformation.

The study examined the influence of feedback on students' academic performance in secondary schools in Kashari
South, Mbarara City, Uganda. A sample of 152 students participated in the study. Results revealed that timely feedback
significantly improved academic performance, with 78.3% of students reporting better understanding of subject matter
when they received regular feedback. Formative feedback (Mean=4.12, SD=0.68) showed stronger correlation with
academic achievement than summative feedback (Mean=3.45, SD=0.82). The study concluded that feedback served
as a critical pedagogical tool that enhanced learning outcomes and student motivation. It was recommended that
teachers should provide consistent, constructive, and timely feedback; schools should implement feedback policies;
and teachers should receive professional development on effective feedback strategies to maximize student academic
success.

Loan repayment strategies constituted critical components of microfinance institutional sustainability and operational
success. Pride Microfinance Limited, one of Uganda's leading microfinance deposit-taking institutions, operated
through an extensive branch network serving thousands of clients. However, varying loan repayment rates across
branches raised questions about the effectiveness of repayment strategies in enhancing organizational performance.
Understanding how repayment strategies influenced performance was essential for optimizing microfinance
operations and ensuring financial inclusion objectives were met sustainably. This study employed a case study research
design with mixed methods approach focusing on Pride Microfinance Kamuli Branch. A sample of 98 respondents
was selected using purposive and simple random sampling, comprising loan officers, branch management, credit
committee members, and borrowers. Data were collected through structured questionnaires, interviews, and
documentary review of branch performance reports. Quantitative data were analyzed using SPSS version 26,
employing descriptive statistics, Pearson correlation, and regression analysis. Qualitative data underwent thematic
content analysis to provide contextual depth. Findings revealed a significant positive relationship between loan
repayment strategies and organizational performance (r=0.756, p

hools in Rukiga District, Uganda. The research employed a cross-sectional survey design incorporating both
quantitative and qualitative methodologies. Data were collected from 263 respondents, including boda boda operators,
parents, students, school administrators, and education officials in Rukiga District. The study utilized questionnaires,
interview guides, and school attendance records as primary data collection instruments. Results revealed a significant
negative relationship between boda boda business involvement and boys' secondary school attendance (r = -0.721, p
< 0.001). The findings indicated that 67.8% of boys who engaged in boda boda operations either part-time or full-time
exhibited irregular attendance patterns, with absenteeism rates exceeding 40% of school days per term. The study
found that 73.4% of boys cited income generation as the primary reason for missing school, while 61.6% reported
working as boda boda operators during school hours to meet personal and family financial needs. Additionally, the
research established that boys involved in boda boda business attended an average of 42.3 days per term compared to
78.6 days among non-involved peers, representing a 46.2% difference in attendance rates. The study concluded that
boda boda business posed a critical threat to boys' consistent school attendance and academic performance in Rukiga
District. Recommendations included establishing stricter enforcement of school attendance policies, creating incomegenerating alternatives for families, implementing monitoring systems to track attendance patterns, and developing
community sensitization programs emphasizing the importance of regular school attendance for academic success.

The study established a strong, positive, and statistically significant relationship between parenting at home and
students’ academic performance. Home-based parental practices particularly homework supervision, provision of
scholastic materials, and regular discussions about academic progress were found to be critical determinants of
learners’ academic outcomes in Isingiro District. Homework supervision emerged as the most prevalent practice,
recording the highest mean score (M = 4.27), with over 85% of respondents reporting frequent involvement. This
practice was associated with improved understanding, disciplined study habits, and increased learner confidence.
Provision of scholastic materials also showed a high level of parental involvement (M = 4.11) and demonstrated a
very strong positive relationship with academic performance (r = 0.844, β = 0.844, p < 0.001). Regular parental
discussions on academic progress equally recorded a high mean score (M = 4.11), contributing to learner motivation,
accountability, and responsibility. Parental participation in school-based activities was comparatively lower (M =
3.74), largely due to socio-economic and time constraints; however, strong home-based support helped offset this
limitation. Regression analysis further confirmed that parenting at home significantly predicts students’ academic
performance (β = 0.447, p < 0.001), with parenting practices explaining 20% of the variance in academic outcomes
(R² = 0.200).

This study investigated the relationship between school practices and students' academic performance at the Uganda
Advanced Certificate of Education (UACE) level in selected public secondary schools in Isingiro District, Uganda. A
cross-sectional research design was employed, utilizing structured questionnaires to collect quantitative data from a
sample of 327 respondents (teachers and students) selected through simple random sampling from a target population
of 1,960 across five institutions. The data were analyzed to determine the correlation between effective school
practices, such as lesson planning, classroom observation, and feedback support and students' academic performance.
The results revealed strong, statistically significant positive correlations between all three practices and academic
performance, with feedback support showing the strongest relationship (r = .818, p = .000), followed by lesson
planning (r = .772, p = .000) and classroom observation (r = .688, p = .000). The null hypotheses were therefore
rejected, confirming that the observed relationships were not due to chance. A multiple regression analysis indicated
that these practices collectively explained 69.3% of the variance in academic performance (R² = .693). The study
concluded that structured, consistent, and formative school practices are critical and meaningful determinants of
academic success at UACE. It was recommended that school administrations implement targeted institutional policies
focused on systematic lesson planning reviews, regular classroom observations with constructive feedback, and
consistent academic progress monitoring to enhance instructional quality, foster teacher development, and ultimately
improve student learning outcomes.

Teacher motivation is a critical determinant of instructional quality, professional commitment, and overall
educational outcomes, particularly in rural and resource-constrained contexts. In rural Uganda, secondary
school teachers face challenges such as inadequate instructional materials, poor infrastructure, low salaries,
and limited professional development opportunities, which affect service delivery. This study examines the
role of intrinsic, extrinsic, and professional growth motivational drivers in shaping teacher service delivery.
Guided by Herzberg’s Two-Factor Theory (1959, 1966) and Vroom’s Expectancy Theory (1964), a mixedmethods design was employed, including surveys of 120 teachers and interviews with 15 teachers and 10
headteachers. Findings reveal that while intrinsic and extrinsic factors influence service delivery, professional
growth motivation is the strongest predictor. Teachers engaged in continuous professional development
demonstrate improved instructional competence, classroom management, assessment practices, and
professional commitment. The study recommends strengthening professional development structures, linking
career progression to skill acquisition, and improving working conditions to enhance teacher performance in
rural Uganda.