Cooperation Of Teaching Staff And Its Influence On The Implementation Of Secondary School Curriculum In Masindi District

Abstract

This study aimed at finding whether the teaching staff cooperation has any influence on the implementation of the secondary school curriculum in Masindi District. The study used a descriptive survey research design in which both qualitative and quantitative techniques of data collection and analysis were employed. It involved 144 respondents. A self-administered questionnaire, an interview guide and a focus group discussion guide were used to collect data.

The study findings revealed that internal factors such as departmental interdependency, communicational structures and teaching-learning environment greatly influenced staff cooperation and staff cooperation has a strong influence on the fulfillment of both the academic and co-curriculum activities in all the visited schools irrespective of their nature. Teachers were cooperating by sharing ideas, which helped stimulate a conducive teaching-learning environment. They also jointly supervised preps and conducted academic seminars. It was further revealed that teachers were participating in the implementation of co-curricular activities by ensuring their effective implementation. It was concluded from the study findings that: There were internal factors that greatly influenced the cooperation of the teaching staff in the visited secondary schools and without staff cooperation it is impossible to effectively implement both academic and co curricular activities in secondary schools. It was recommended from the study findings that: (i) Government, especially the Ministry of Education and Sports should institute practical policy guidelines that can stimulate an enabling environment for teachers to cooperate as they executive their work roles, (ii) Teachers should be involved in decision making, and (iii) There is need to recognize the importance of co-curriculum activities in the fulfillment of academic roles, there is need to motivate and constantly facilitate teachers and student participants. Finally, areas for further research were suggested as can be seen in Chapter Five