Building bridges for resource acquisition: Network relationships among headteachers in Ugandan private secondary schools

Hite, Julie M.; Hite, Steven J.; Jacob, W. James; Rew, W. Joshua; Mugimu, Christopher B.; Nsubuga, Yusuf K.

doi:10.1016/j.ijedudev.2005.11.005

Cited by 19 publications

(19 citation statements)

References 56 publications

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“…The significance of collaborative structures and social networks for successful school improvement and continuous teacher development is underlined by studies on educational reform and school change across the globe, such as southeast Asia (Hallinger, 1998), Australia (Hollingsworth, 2004), the Netherlands (Moolenaar, Sleegers and Zijlstra, 2009;Moolenaar, Daly, and Sleegers, 2009;Veugelers and Zijlstra, 2002), Portugal (Lima, 2007(Lima, , 2009, Uganda (Hite et al, 2006), the United Kingdom (Durrant and Holden, 2006;Earl and Katz, 2007;Hargreaves, 2001Hargreaves, , 2003Hopkins and Reynolds, 2001), and the United States (Daly and Finnigan, 2009). Whether in the form of communities of practice (Wenger, 1998), learning organizations (Senge, 2006), professional learning communities (McLaughin and Talbert, 1993;Newmann and Wehlage, 1995;Stoll and Louis, 2007), or distributed leadership (Spillane, 2006), the social context, and in particular increased social interaction among all of the school's stakeholders, is believed to be at the heart of system reform and school improvement.…”

Section: District Reform and Collaborationmentioning

confidence: 99%

Relationships in reform: the role of teachers' social networks

Daly

Moolenaar

Bolivar

et al. 2010

Journal of Educational Administration

237

178

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Purpose-Scholars have focused their attention on systemic reform as a way to support instructional coherence. These efforts are often layered onto existing social relationships between school staff that are rarely taken into account when enacting reform. Social network theory posits that the structure of social relationships may influence the direction, speed, and depth of organizational change and therefore may provide valuable insights in the social forces that may support or constrain reform efforts. Design-This mixed-methods exploratory case study examined five schools within one underperforming school district as it enacted a system-wide reform. Quantitative survey data was collected to assess social networks and teacher work perception of five schools enacting the reform. Qualitative data was gathered through individual interviews from educators within representative grade levels as a way to better understand the diffusion and implementation of the reform. Findings-Despite being enacted as a system wide reform effort, results suggests significant variance within and between schools in terms of reform-related social networks. These networks were significantly related to the uptake, depth, and spread of the change. Densely connected grade levels were also associated with more interactions focused on teaching and learning and an increased sense of grade level efficacy. Research/Practice Implications-Our findings underline the importance of attending to relational linkages as a complementary strategy to the technical emphasis of reform efforts, as social networks were found to significantly facilitate or constrain reform efforts. We offer implications and recommendations for leadership, policy and practice that may support the design and implementation of reforms, that may ultimately increase student performance. Originality/value-This study makes a unique contribution to the reform literature by drawing on social network theory as a way to understand efforts at reform. Our work suggests that the informal social linkages upon which reform is layered may support or constrain the depth of reform.

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Section: District Reform and Collaborationmentioning

confidence: 99%

Relationships in reform: the role of teachers' social networks

Daly

Moolenaar

Bolivar

et al. 2010

Journal of Educational Administration

237

178

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“…Defined by teachers as 'moving out' from your primary job [4] to teach at additional schools for part-time pay, moonlighting has traditionally provided teachers with income-generating opportunities. At the institutional level, moonlighting provides resource-sharing opportunities between schools (Hite et al, 2006). In effect, moonlighting helps schools to maintain teaching staff in high-need tested subjects such as physics and mathematics by redistributing high-demand teachers' time between needy schools.…”

Section: Moonlighting: Informal Policy and Practicementioning

confidence: 99%

“…While Hite et al (2006) show that teacher resource sharing can be productive to many schools through the creation of resource-sharing networks, the way in which moonlighting plays out at teachers' primary job location shows evidence of the system-wide damage that is tied to moonlighting activities, in particular teacher absenteeism. In practice, moonlighting effectively removes teachers from the school in which they are paid to perform, leaving gaps in lesson coverage.…”

Section: Moonlighting: Informal Policy and Practicementioning

confidence: 99%

Uganda's Universal Secondary Education Policy and its Effect on ‘Empowered’ Women: How Reduced Income and Moonlighting Activities Differentially Impact Male and Female Teachers

Molyneaux

2011

Research in Comparative and International Education

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In January 2007 Uganda embarked on a strategy to implement a nationwide Universal Secondary Education (USE) policy. This article investigates how gender differences in Uganda's informal and formal teaching markets, that went unexamined during the implementation process of USE, differentially affected male and female teachers' incomes. In particular, this article examines the myriad ways in which male and female teachers are coping with reduced income, and questions 'empowerment' policies intended to expand educational opportunities for the masses but simultaneously refuse to engage with gendered differences within the educational work space.

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“…At schools, head teachers’ actions are among the many interpersonal factors that can influence the school environment for children and, potentially, for their parents and other teachers. Head teachers are centrally positioned to promote nutrition in schools and their communities, often supporting nutrition interventions led by government and development partners [ 5 , 6 ]. Nonetheless, the ability of teachers and heads to influence healthy behaviours at schools might be limited by their knowledge of and attitudes towards nutrition [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Validity and Reliability of General Nutrition Knowledge Questionnaire for Adults in Uganda

et al. 2017

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This study sought to develop and validate a general nutrition knowledge questionnaire (GNKQ) for Ugandan adults. The initial draft consisted of 133 items on five constructs associated with nutrition knowledge; expert recommendations (16 items), food groups (70 items), selecting food (10 items), nutrition and disease relationship (23 items), and food fortification in Uganda (14 items). The questionnaire validity was evaluated in three studies. For the content validity (study 1), a panel of five content matter nutrition experts reviewed the GNKQ draft before and after face validity. For the face validity (study 2), head teachers and health workers (n = 27) completed the questionnaire before attending one of three focus groups to review the clarity of the items. For the construct and test-rest reliability (study 3), head teachers (n = 40) from private and public primary schools and nutrition (n = 52) and engineering (n = 49) students from Makerere University took the questionnaire twice (two weeks apart). Experts agreed (content validity index, CVI > 0.9; reliability, Gwet’s AC1 > 0.85) that all constructs were relevant to evaluate nutrition knowledge. After the focus groups, 29 items were identified as unclear, requiring major (n = 5) and minor (n = 24) reviews. The final questionnaire had acceptable internal consistency (Cronbach α > 0.95), test-retest reliability (r = 0.89), and differentiated (p < 0.001) nutrition knowledge scores between nutrition (67 ± 5) and engineering (39 ± 11) students. Only the construct on nutrition recommendations was unreliable (Cronbach α = 0.51, test-retest r = 0.55), which requires further optimization. The final questionnaire included topics on food groups (41 items), selecting food (2 items), nutrition and disease relationship (14 items), and food fortification in Uganda (22 items) and had good content, construct, and test-retest reliability to evaluate nutrition knowledge among Ugandan adults.

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Building bridges for resource acquisition: Network relationships among headteachers in Ugandan private secondary schools

Cited by 19 publications

References 56 publications

Relationships in reform: the role of teachers' social networks

Relationships in reform: the role of teachers' social networks

Uganda's Universal Secondary Education Policy and its Effect on ‘Empowered’ Women: How Reduced Income and Moonlighting Activities Differentially Impact Male and Female Teachers

Validity and Reliability of General Nutrition Knowledge Questionnaire for Adults in Uganda

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