International Journal on Science and Technology

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Volume 16 Issue 4
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Teacher Staffing and Cultivation of Self-directed Learning. a Case of Selected Secondary Schools in Buikwe Town Council, Buikwe District , Uganda

Author(s) Mr. STEPHEN KAZIBA
Country Uganda
Abstract This study investigated the influence of teacher staffing on the cultivation of self-directed learning (SDL) skills in selected secondary schools in Buikwe Town Council and South Constituency County of Buikwe District, Uganda. The specific objectives were: (i) to assess the influence of teacher qualification levels on the development of SDL outcomes; (ii) to explore the level of teacher engagement and its impact on students' SDL abilities; and (iii) to evaluate how professional practices contribute to or hinder the cultivation of SDL skills. The study adopted a cross-sectional survey design, employing both quantitative and qualitative approaches. A sample size of 135 respondents from a total population of 200 was selected using purposive and systematic sampling techniques. The findings revealed a significant positive correlation between teacher staffing and SDL outcomes (r = 0.612, p < .001), indicating that improved staffing practices are associated with better development of SDL skills among students. Specifically, teacher qualification levels significantly influenced SDL, as highly qualified teachers demonstrated a greater ability to foster SDL skills (mean = 4.13, SD = 1.091). Additionally, higher levels of teacher engagement, including feedback and interactive teaching methods, positively impacted students’ ability to regulate and manage their own learning (mean = 4.27, SD = 0.946). Professional practices, such as mentorship programs and structured professional development, were also found to contribute significantly to the cultivation of SDL (mean = 4.42, SD = 0.764), while inadequate staffing and high teacher-student ratios hindered the achievement of SDL outcomes. The study concludes that improving teacher qualifications, fostering teacher engagement, and implementing robust professional development programs are essential for cultivating SDL skills among secondary school students. The study recommends that the government, through the Ministry of Education and Sports, prioritizes the recruitment of highly qualified teachers, invests in regular professional development initiatives, and reduces teacher-student ratios to enhance SDL outcomes in both government and private institutions. Further research is suggested to explore the long-term effects of teacher retention and professional development on SDL outcomes in diverse educational contexts.
Keywords self directed learning ,teacher staffing ,teacher qualification, professional development,competency based curriculum
Published In Volume 16, Issue 4, October-December 2025
Published On 2025-10-14
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