TABLE OF CONTENTS
ACKNOWLEDGMENT
APPROVAL
DEDICATION
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iv
KEY TERMS
ABSTRACT
CHAPTER ONE 1
INTRODUCTION 1
I Introduction 1
1.2 Background of the study 1
1 .2 Statement of the problem 2
1.3 Purpose of the study 2
1.4 Specific objectives of the study 2
1 .5 Research questions 2
1 .6 Significance of the study 3
1.7 Scope of the study 3
CHAPTER TWO 4
LITERATURE REVIEW 4
2. 1 Introduction 4
2.2 Factors that influence writing skills of students 4
2.3.1 Remuneration of teachers 4
2.3.2 Teacher training [Pre-service preparation] 5
2.3.3 External forces 5
2.3.4 School culture 6
2.3.5 In-service training 7
2.3.6. Motivation to teach 7
2.3.7 Emotional factors 8
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[APTER THREE .11
~THODOLOGY .11
Introduction 11
Area of study 11
Research design 11
Sample framework and sample size 11
Data collection 12
1 Interviews 12
2 Observations 13
Limitations of the study 14
APTER FOUR 15
TA PRESENTATION, ANALYSIS AND INTERPRETATION 15
Introduction 15
Factors that influence the writing skills of students in Kampala Central 15
1 Remuneration of teachers 15
2 Teacher training 16
3 External forces 16
4 Workplace conditions 17
5. In-service traimng 17
6. Motivation to teach 17
7. Emotional factors 18
Ways of improving the writing skills of students in Kampala Central 19
APTER FIVE 21
YIMARY, CONCLUSIONS AND RECOMMENDATIONS 21
Introduction 21
Summary 21
Conclusions 21
Recommendations 22
1 Recommended areas for further research 22
ABSTRACT This was an exploratory study about the factors affecting the writing skills of secondary school students in Kampala Central. This was after the realization that the grades in national exams especially in rural areas were consistently not the best owing to poor writing skills. Yet, writing skills are a key subject crisscrossing both the sciences and humanities and as such it has far reaching implications for career development. The study specifically sought to achieve the following objectives: to identify the factors that influence the writing skills of students in Kampala Central; and to examine the ways of improving the writing skills of students in Kampala Central.To achieve the stated objectives, the study was guided by the following research questions: what factors influence the writing skills of students in Kampala Central? Which ways can improve the writing skills of students in Kampala Central? The study design took the form of a case study. The study also involved purposive sampling in which the data sought were qualitative. Sixty respondents were purposively selected for the study from six secondary schools. Each school was represented by 10 respondents who included five students and five teachers. The data were collected using interviews and observations for primary data and documents analysis for secondary data. The data were analyzed qualitatively through the literal description and narrations of the emerging issues out of which authentic conclusions were drawn. The study found out that writing skills are influenced by multifaceted factors that include remuneration of teachers, teacher training, external forces, workplace conditions, in-service training, motivation to teach and emotional factors. The study also found out that improving writing skills needs a multifaceted approach (e.g., by paying attention to the welfare of teachers [salaries and stipends]). The study concludes by noting that writing skills will for some time be of mediocrity not until the factors that influence performance of the teachers are redressed by the government, education planners and policy makers. The mediocrity will continue not until those who wield influence and power realize the importance of teachers and education in nation building. The study also concludes that improving writing skills calls for a multifaceted approach that incorporates all stake holders such as teachers, parents, students, government policy makers and syllabus designers who should come up with a formula that addresses the plight of education and teachers in Uganda. The study recommends that the government, education planners, policy makers and other stakeholders should consider job satisfaction of teachers as a major determinant in the efficacy and efficiency of the teacher to guide the teaching-learning process including thewriting skills of learners. This calls for incentives, policies and programs that enhance the esteem, confidence and satisfaction of teachers. The study also recommends the alignment of teacher salaries with other fields as an ideal intervention to make the education profession attractive. Counseling should be made part of the induction process of teachers as one way of reassuring them and creating job satisfaction in their work. Incentives that give teachers esteem, confidence and job satisfaction such as scholarships, low interest loans, discounts, medical insurance and stipend should be considered.