Educational administrators’ attitudes towards implementation of the piascy programmes in primary schools in Mityana District: a case study of Busimbi Sub-County
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The research on Educational administrators’ attitudes in implementing PIASCY programmes in Primary Schools was conducted in Busimbi sub-county in Mityana District. The purpose of the study was to find out the attitudes of educational administrators towards the provision of sex education to primary school children under their charge. The objectives of the study were to find out (i) the nature of primary schools which embraced the PIASCY programme activities, (ii) administrators’ attitudes towards implementation of PIASCY in primary schools and (iii) the measures put in place by the district, sub-county and primary school heads to ensure the successful implementation of PIASCY (sex education) programmes in primary schools. The study comprised of 71 respondents, i.e. District Education officer, Inspectors, centre coordinating tutors of both government and private schools. The researcher used descriptive statistics to analyse the raw data from different categories of respondents and qualitative data was also obtained in frequency and percentages. The results of the study revealed that PIASCY was mainly implemented in government primary schools but that the quality of the standard of PIASCY was unsatisfactory. The study findings suggested that the attitudes of educational administrators in Mityana district towards PIASCY provision in primary schools were generally negative. The results further revealed that the measures put in place by Mityana District educational administrators towards the implementation of PIASCY programme activities in primary schools were not specific due to conflicting values of life preservation and academic excellence of primary school children. The conclusions that could be drawn were that PIASCY programmes were at stake in the majority of public and private primary schools in Mityana District. The attitudes of educational administrators towards PIASCY were unsupportive of PIASCY and the measures for ensuring effective implementation of PIASCY in those primary schools were generally inadequate. Consequently, the researcher recommended that measures to ensure uniformity and effective implementation of PIASCY programs in all schools are put in place, necessary professional support to implementers should be given and proper guidelines of PIASCY implementation should be observed strictly
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