The role of teachers and administration in enhancing the reading proficiency of students in secondary schools in Uganda.
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The study set out to examine the relationship between the teachers and school administrations and the poor reading proficiency amongst students in secondary schools in Lubaga South Division of Kampala district. It sought to achieve the following objectives: (i) To examine whether the teachers and school administration had established any school programs that enhance reading proficiency of students in secondary schools; (ii) to examine whether the facilities in the schools could effectively enhance reading proficiency among students; and lastly, (iii) to establish the ways through which the teachers and administration motivated their students towards higher levels of reading proficiency in secondary schools. A total of 120 respondents were drawn from different strata in schools. Data was then collected using the questionnaire and interview guide, with both structured and unstructured questions, and then analyzed using descriptive, qualitative and quantitative methods. The study showed that the programs which the teachers and school administration had established to enhance students’ reading proficiency included; library promotion, reading advocacy by the staff, among others. It was further established that the types of facilities in the schools meant for students’ reading proficiency enhancement involved libraries, school halls, laboratories, and tree shades. The study also established that motivation of students towards higher levels of reading proficiency in secondary schools was minimal. Sometimes tangible material tokens and rewards, as well as the verbal ones were used. However, they were not directly geared towards reading improvement per se, but rather the academic performance especially in the examinations. It was observed that the teachers and school administration were a very central factor that influenced the reading proficiency of the students within their schools at all times. Without them, little - if anything could be done. In bringing about effective reading proficiency, some programs like reading sessions and competitions were found to be fundamental. Some reading facilities, on the other hand, were found to be inadequate for the proper reading that could lead to real reading proficiency of students. Similarly, there was a lack of appropriate motivational initiatives directed towards the enhancement of students’ reading proficiency, such as a reader-rewarding system and role-modeling of the staff. It was, therefore, recommended that more motivational drives ought to be instituted to foster reading proficiency among students. Therefore, the above analysis highlights the fact that the teachers and school administration are ultimate in bringing about the required students' reading proficiency in secondary schools.