Impact of Teachers’ Qualification on Secondary School History Teaching and Learning in Kajara County, South Western Uganda


  •   Peter Mugoya

  •   Paul Muleke

  •   Alex Mwangu


The study examined how teachers’ qualification impact on the teaching and learning of history in senior four of Kajara County, Ntungamo District. The study sought to establish how communication skills affect the teaching and learning of senior four history class in Kajara County, Ntungmo District, find out how teachers’ explanation skills affect the teaching and learning of senior four history class in Kajara County, Ntungamo District and establish how writing skills affect the teaching and learning of senior four class in Kajara County, Ntungamo District. The study employed a cross sectional survey design with both qualitative and quantitative approaches of data collection and analysis. Interviews, focus group discussions, documentary analysis and questionnaire were used to collect data. The study population consisted of secondary school administrators, history teachers and students in selected private and government schools in Kajara County, Ntungamo District. A sample size of 251 was used. Qualitative data was analyzed with the help of social science (SPSS) while qualitative data was analyzed using content analysis. Findings revealed that teachers with good communication skills facilitate effective teaching and learning of history to secondary students in Kajara County, Ntungamo District facilitated by audibility, effective teacher-student rapport and improved student presentation skills. It was established that teachers with good explanation skills facilitate effective teaching and learning of history to secondary school students. Teachers with clear history instruction involved learners in history lesson activities effectively. The study concluded that teachers’ communication skills, explanation skills and writing skills have negligible influence on effective teaching of history to secondary school students in Kajara County, Ntungamo District. It is recommended that government and other stakeholders should come up with Continuous Teacher Development Programs and in-service programs to raise teacher’s communication skills explanation skills and writing skills to patch up the gaps in the teaching and learning of history to secondary students in Kajara County, Ntugamo District.

Keywords: Teacher’s Communication Skills, Teachers’ Explanation Skills, History Teachers’ Writing Skills


Abagi, O & Odipo, G. (2018). Efficiency of Secondary Education in Kenya.Situational analysis of Education reforms.Nairobi: Kenya Institute of Policy.

African Union (2019).Teacher professional Guidelines and Qualification Framework workshop

Ajuna, J. (02/July/2020). Find Solutions to Thematic Curriculum.New Vision Monday,p.40.

Akogu, A.D. (2018).Teachers’ perception of factors influencing the teaching of academics. Abuja: Nigeria State College of Education.

Amamukirori, B.etal. (05/Feb/2020). Uganda’s Top O’Level Teachers named.New Vision, Wednesday,35(26), 22-25.

Amin, M.E. (2005).Social science research, conception methodology and analysis.Kampala; Makerere University press.

Andrew B.O. (22/ April, 2019). Teacher`s should show commitment to their job.Daily Monitor,111.

Ango, M. (1990).The role Education and Qualifications of the high school history teacher.College Park.MD: American association of history teachers.

Association of SecondarySchoolsHeadteachers Uganda (ASSHU) (2020). Ntungamodistrict.

Bruns, B., &Luque, J. (2014). Great teachers: how to raise student learning in Latin America and the Caribbean.Washington DC: World Bank Group.

Carmen, S.T. &Ghinea, U.M. (2013). Pygmalion teaching style, Is there a need for it? Managing and marketing challenges for the knowledge society, 8(4), 699-722.

Chomsky, N. (2016). Knowledge on language: Its nature, origin and use. New York: Praeger.

Clem, R. (2020).Yamane’s Sample Size Formula.

Cresswell, J.W. (YEAR?).Researchdesign, qualitative, quantitative and mixed approach (2nd edition). London-sage publication, thousand oaks.

Dominican University of California, School of Liberal Arts and Education (2021). The Importance of Writing Skills, Easy Read News) :Retrieved from

Duncan, L. E. & Johnson, D. (2017).Black Undergraduate Students Attitude toward Counseling.College Student Journal.

Education Minister markets degree qualification for teachers (2019).

Egau, J.O. (27/Nov/2019). Renovating of NTC in the country.Wednesday New Vision,34(42).

Eggen, P., &Kauchak, D. (2008). Strategies for teachers: Teaching content and thinking skills. Englewood Cliffs, NJ: Prentice-Hall

Ehindero, O.J., &Ajibade, Y.A. (2000).What our students say about how we teach.Ife.J Educational studies, 7(1), 1-9.

Silver, F. (2018).Why is it important for Teachers to have good communication skills?Retrieved on line on 11/5/2020, important- teachers-good-communication skills-10512.html..

Gourneau, C. (2020). Bullying Cyber Bullying and Restorative Justice Practices.To understand students as a whole and as

Grant,S.G.&Gradwell,J.M.(2009). The road to ambitious teaching, creating big ideas units in history classes. Journal of inquiry and action in education,2(1),1-26.

Gronland,N.E.(2003).Measurement and evaluation in teaching,5th edition.New York: Macmillian publishing co. Inc.

Guerrero, L.&Floyd, K. (2016). Nonverbal Communication in Close Relationships.Mahwah, N.J: Lawrence Erlbaum.

Hoge, J.D. (1988). Teaching history in the elementary schools.ERIC Digest.

Incheon Declaration and SDG4-Education 2030 Framework for Action (2019). usmarcdef-00002456.

Ishmeal, L. &Sara, J.R.(2015).Does Teacher availability matter? Evidence from Uwezo East Africa study data.

Iyamu, E. O. S. (2015). Relationship between verbal ability and sudents' achievement in secondary school social studies in Southern Nigeria.Language in India, 5(3).

Judy, R. (2020). The Importance of writing skills: Why it matters to the student. Easy ReaderNews.

Kasiisa, F. & Tamale, M. B. (2013). Effects of teachers’ qualification on the pupil’s performance in primary school social studies: Implication on teacher quality in Uganda. International Journal of innovative Education, 1(3), 69-75.

Kenneth, D. M. (2017). Classroom Teaching Skill.Edisi ke-6, McGraw Hill.

Koutrouba,K. (2012). A profile of the effective teacher. Greek secondary education teachers’ perceptions. European journal of Teachers Education, 35(3), 359-374. Doi;10.1080/02619768.2011. 654332..

Lee, P., Sattayawaksakul, D., Waleesila, S. & Sriharat, (2009). Asian students` Perception of a good college/ university teacher.Catalyst, 4(1) 3-12.

Loss, J. (2000). The communication contract.The internal Auditor,56(6), 88.

Lumpkin,A. &Multon, K.A.(2013). Perception of teaching effectiveness. The educational forum, 77(3),288-299.Doi:10,1080/00131725.2013.792907.

Maes, J.D., Weldy, J.G., &Cenogle, L. M. (1997).A management Perspective: Oral communication competence is most important for Business students in the work place. Journal of Business communication, 34(1), 68-88.

Monika, S. (2011). Effective communication; need and Importance and College ofEducation.Unit of Sharda Group of Institutions (SGI) Agramember.

Mudasiru,O.Y.(2014). Explantion skills in micro-teaching: Department of Technology,University


Namiro, H. (23/10/2019), National Teachers’ Policy.Wednesday Newvision, 34(212).

Nasibi, M.W. (2003).Instructional method teaching across the curriculum. Nairobi: Strong wall Africa.

Nassiwa, T.D. (12/Aug/2019). Students must be trained for C21st ICT jobs.Daily Monitor no.223.

National Academy of Science (2000).How People learns: Brain, Mind, Experience and School. Washington DC; National Academy Press.

Ntalubwa, E. (14/10/2019). Teaching History made easy with Films. Monday Monitor.

Nyamahunga, G. (06/Nov/2019). Raise Nursery School Teachers’ qualification to masters’ level.Wednesday New vision,34(222).

Okai,A.(2010). History methods. Lagos, National University of Nigeria.

Orodho, A. J. (2012).Essentials of educational and social research methods (2nd). Nairobi: Masola publishers.

Otunga, (2011). Ahandbook for curriculum instruction.Eldoret:MoiUniversty press.

Oyeyo,J. (2019). Effective instruction.Wednesdays Daily Monitor, 300.

Phil Elks, A. (2016). The impact of assessment results on Education policy and practices in EastAfrica; DFID Think Piece.

Palinkas et al. (2011). Mixed methods design in implementation research. Administrative policy on health,38(1), 44-53.

Nurjamin,A.,Fajriah,Y.N., Lucky, R.N. (2018). Students’ Barriers in Writing Essays in Bahara-Indonesia and English. Journal (English Education and Applied Linguistics), 1(1).

Sherwyn, P., Morreale, M. M., Osborn, J., Pearson, C. (2000). Why Communication is important: Rationale for the centrality of the study of communication. Journal of the association for communication administration, 1-5.

Sigenda, D., (16/10/2019). Call for student’s attention. Wednesday Daily Monitor, 258.

Smith, J. S., Feldwisch, R., &Abell, A. (2016).Similarities and differences instruments and parents perception of the transition from middle school to high school.Researching Middle Level Education, 29(10), 1-9.

Sng, B. (2012). The impact of Teachers’ communication Skills on teaching: Reflection of pre-service teachers on their communication strength and weakness, harmonizing language teaching.

Stavreva, S.V. (2013). The effects of usage of sequential Teaching Methods on academic and retention level of learners in biological science of biochemistry. International valediction conference, Key mythology to successful competence based learning.

Taylor, T.&Young, C. (2003). Making History: A guide for the teaching and learning of history in Australian school. Canberra: Common wealth of Australia. Teachers` perceptions.European journal of teacher education, 35(3), 359-374. Doi10.1080/02619768.2011.654332.

The Basic Education Sector Analysis report (2012). JICA, IDCTJ. https:openjica

UNESCO (2005). EducationforAll: The quality imperative.EFA Global monitoring.

UNESCO (2011). Components of guidance and

USAID (2015). Effective Teaching and education policy in Sub-Saharan Africa. teaching-199.

Wasanga, C. M. (2017). The attitude towards science among primary and secondary school students in Uganda.Academy of Science Publishers.

White, F.D. (1986). The writers’ Art. APractical Rhetoric Hand book.Colifornia; Wadsworth publishing Company.

World Bank report (2010).Improving teacher education in Latin America and the Caribbean.

World Health Organization (2005). Effective teaching; A guide to education health care providers; Geeneva: JHPIEGO and WHO

World Inequality Declaration on Education (2020).

Yilmaz, K., (2008), A vision of history teaching and learning:Thoughts on history Education in secondary schools. The high school journal, 37-46.


How to Cite
Mugoya, P., Muleke, P., & Mwangu, A. (2022). Impact of Teachers’ Qualification on Secondary School History Teaching and Learning in Kajara County, South Western Uganda. European Journal of Education and Pedagogy, 3(3), 77–90.