The study examined the relationship between teachers’ professional development and teachers’ job performance in secondary schools in Ibanda Municipality. A cross-sectional descriptive survey design using a quantitative approach was used in the collection, analysis, interpretation, and presentation of data. The target population consisted of headteachers, teachers, and the directors of studies. Using Morgan and Krecjie’s table of sample size determination, the study used 19 headteachers, 470 teachers, and 20 directors of studies. Simple random sampling and purposive sampling were used to select the sample size. Data was collected using a closed-ended questionnaire. Findings revealed a positive correlation between professional development and the performance of teachers. Teachers’ professional development is very critical in job performance since it helps teachers to improve subject mastery, teaching methods, general attitude, and beliefs towards work, and diverse learning activities. The study recommends sequential professional development activities for all teachers. School administration should have a specific budget for teachers’ professional development. There should be deliberate efforts by school supervisory bodies like Board Governors and district education officers to ensure teachers’ professional development. This would encourage professional development. A promotional criterion that focuses on the extent of professional development should be adopted by schools

The study was set to assess the effect of learners’ discipline on retention in secondary schools in the Rwampara District. The study population included class teachers and headteachers from both private and government-aided secondary schools. A total of 41 respondents participated in the study. Simple random sampling and purposive sampling techniques were used. Both interview and questionnaire survey data collection methods were used. The relationship between learners’ discipline and their retention in schools was analysed at the bivariate level, where a t-test was used to compare the means of the dependent variable (learners’ retention) and independent variable (learners’ discipline) provided in SPSS Version 20. The researcher found out that the results were statistically significant as the p-value was less than 0.05 at p= 0.000. It was concluded that there is a statistically significant relationship between learners’ discipline and retention in secondary schools in Rwampara District. It was recommended that the school administrators should always provide guidance and counselling sessions to enable learners to feel motivated while in school, this will increase learners’ retention.

This paper was based on a study carried out among 50 Post- Graduate student teachers pursuing a Masters or Post Graduate diploma course in Education. The findings showed that 76% of the participants rated their ICT skills as either low or moderate. While the majority rated themselves highly on word processing, the majority had little or no knowledge on the use of ICT to analyse research data. It is recommended that universities should include a compulsory course unit on research data analysis using ICT. It is further recommended that serving teachers should be given in-service training courses to enable them improve their ICT skills in order to meet the demands of the 21st century.

This paper was generated from findings of a survey that was done involving postgraduate students and lecturers of Bishop Stuart University to find out the status of course progression and completion among Masters and PhD students. The study sought to establish the factors impacting program progression and completion among postgraduate students at Bishop Stuart University. The data for the study was collected through online questionnaires and interviews with Masters and PhD postgraduate students that were registered between the years 2015 and 2018. The findings indicated that the majority of students spend more than twice the amount of the minimum time allowed for the programs registered for. It was established that after the completion of the first academic year of class work, there is little follow-up on the students. As a result, most students graduate well behind schedule while others drop out. Financial constraints were mentioned by students as the main challenge causing delay in program progression and completion. Other key challenges mentioned were the Covid-19 induced lockdown, disagreement between supervisors, personal health challenges and inaccessible or unresponsive supervisors that take a very long time to provide feedback when they are given work for review. Some students also mentioned that they were unable to access most online journals that required a subscription.