School and Teacher Factors Influencing School Performances in Uganda Certificate of Education (UCE) Examinations

Abstract

Uganda’s education system has long been examination-oriented, with candidates from Central Uganda (CU) consistently outperforming those from Northern Uganda (NU) in national exams, including UCE. This study examined school and teacher factors influencing Student Performance Index (SPI) in UCE to inform strategies for educational improvement. Using a cross-sectional, parallel, and descriptive survey design with causal-comparative and correlational-regression methods, data was gathered through questionnaires, interviews, and document reviews from 80 teachers, 140 students, 72 leaders, 12 parents, and 10 Key Informants in 36 traditional secondary schools. Analysis employed ANOVA, T-Test, multivariate, and multiple regression techniques. Findings showed that schools in both regions had well-equipped libraries, laboratories, and instructional materials, and teachers had similar qualifications and teaching styles. However, CU teachers employed more effective classroom discipline methods, leading to better student behaviour. CU leaders motivated teachers and students, encouraged self-regulated learning, mobilised parents more successfully, and ensured optimal resource use—resulting in higher academic performance. In contrast, NU schools faced challenges in motivation, discipline, and parental engagement. The study recommends motivating teachers and learners, enhancing parental contributions, and fostering self-regulated learning among NU students to address issues of discipline and academic effort, thereby improving overall performance.