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September 20, 2025EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES

Organisational Learning and Teacher Competence in Ugandan Government-Aided Secondary Schools

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Authors

PAPhiona ArineitweGKGEORGE WILSON KASULENMNathaniel Mayengo

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Overview

Observational analysis revealed that continuous learning significantly improves teacher competence, highlighting dialogue's importance.

Key Points

  • Continuous learning and dialogue positively influence teacher competence, while team learning does not.
  • The sample consisted of 351 teachers drawn from a larger population of 3,873 across six districts.
  • The methodology employed was advanced partial least squares structural equation modelling to analyze the data.
  • Findings suggest the need for head teachers to focus on implementing strategies for continuous learning and dialogue.

Cite This Study

Arineitwe et al. (2025) studied this question.

synapsesocial.com/papers/68d46fc631b076d99fa69b82https://doi.org/10.46606/eajess2025v06i02.0435
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