STAFF MATTERS STAFF SIZE
STAFF MEMBERS AND THEIR DESIGNATION
|1||DR. KAHIGIRIZA CHARLES||M||B/B HEADTEACHER|
|3||MRS. KIRONDE NAMUBIRU GRACE. E||F||N/H D/HM|
|4||REV CAN MUWANGUZI GEOFFREY||M||R/H D/HM/H.O.R/CHAPLAIN|
|5||MR. KIRONDE JOHN||M||H/N H.O.H/ASST.D/HM|
|6||MR. KAKEMBO SAMUEL||M||B/C CAREERS MASTER|
|7||MS NAMIIRO HARRIET.M.B||F||M/G DOS|
|9||MR. KALYEBI MICHAEL||M||F/F H.O.F/DISCIPLINE MASTER|
|10||MR. MUSOKE STEVEN||M||P/M GAMES MASTER|
|11||MRS. MUWANGUZI NAMIREME MARION||M||F/F|
|12||MR. MWEBE ROBERT||M||H/R|
|13||MS. NABBUMBA PETRALINA||F||G/E|
|14||MR. INDEPENDENCE SIMON||M||G/E H.O.E|
|15||MR. BITAMARA FREDRICK||M||M/C H.O.M|
|16||MR. MUBIRU SAMUEL||M||M/C|
|17||MR. KATENDE DAVID||M||P/M H.O.P/ DEAN OF SCIENCES|
|18||MR. SETENZA JOHN||M||C/B H.O.C/ DEAN MIDDLE SCHOOL|
|19||MR. NYAKOOJO JAMES||M||M/M DEAN LOWER SCHOOL|
|20||MS ZALWANGO IMMACULATE||F||H/U|
|21||MR. MUGENYI JONATHAN ROGERS||M||O/Q PREP&EXAM MASTER|
|22||MR. KIKULWE RICHARD||M||P/M|
|23||MR MUGUME OMEGA WILSON||M||G/POL.ED|
|24||MR HASAHYA MOSES||M||T/Z H.O.T|
|25||MR KAMULEGEYA PETER PAUL||M||M/P|
|26||MR. SERWANGA MOSES||M||G/U H.O.G|
|27||MR KAHUKAHO JACKSON||M||R/N DEAN UPPER SCHOOL|
|28||MS BAKAALIKWIRA MILDRED||F||J/J|
|29||MR MUKIIBI STUART BEN||M||C/M|
|30||MS KIBUUKA SOLOMY NAMUBIRU||F||E/L ASST. EXAM MASTER|
|31||MR SESANGA MEDI||M||M/C|
|32||MR KIGUWA ANTHONY ISAAC||M||B/C H.O.B|
|33||REV. WONYAKA NAKIBUULE BETTY||F||R/R ASS.CHAPLAIN|
|34||MR OLEBO CALVIN||M||V/V|
|35||MRS. TENYWA NAKABUYE ANNE||F||R/U|
|36||MR. ALELE WASHINGTON||M||A/A H.O.A|
|37||MRS. MUKISA NAKIMULI SUSAN||F||R/U|
|38||MR. MUKOBERO EMILIUS||M||V/V|
|39||MS NABULWALA LWIZA||F||C/B|
|40||MR NYANZI RONALD||M||X/X|
|41||MR. ANDAMA WILBERT||M||P/M H.O.X|
|42||MR KISAKYE TITUS||M||P/M|
|43||MR SSEKIMULI KENT||M||N/R|
|44||MR OBOTH JIM||M||E/L H.O.L|
|45||MS NAMAKULA BETTY||F||U/Y H.O.K|
|46||MS KASUMBA FELICITAS||F||B/C|
|47||MRS WATSEMBA VICTO DOREEN||F||B/G|
|50||MR KASIRYE RICHARD||M||P/M|
|51||MS KYOBE JOYCE||F||E/L|
|52||MRS WABWIRE KUTUUSA CHRISTINE||F||J/J H.O.J|
|53||MR NSADHA EMMANUEL||M||P/M|
|54||MS NAMULWANA JANE FAITH||F||J/J|
|55||MS GUMA LUWAGA DIANA||F||E/L|
|56||MRS NSEREKO KATANA AIDAH||F||E/L|
|57||MRS MUKESI NAMAGANDA JUDITH||F||T/W|
|59||MR MASEMBE GEOFFREY||M||C/M|
|60||MR MATOVU HENRY||M||C/M|
|61||MRS SEKAMANYA NAMUYOMBA .F||F||G/E|
|62||MR ODIDA DENIS||M||B/C|
|63||MR MUHWEZI GODFREY||M||C/B|
|64||MR ETUKATA AGGREY||M||T/W|
|65||MR KIMBOWA JOSHUA||M||B/C|
|66||MR SENDAGIRE PAUL||M||F/F|
|67||MR LUBOWA BOB||M||X/P|
|68||MRS OUMA FLORENCE||F||E/L|
|69||MRS YUNG EYOTARU EUNICE||F||G/H|
|70||MR KIBIRANGO SAMUEL||M||M/P|
|71||MR OPIO EMMANUEL||M||A/A|
|72||MR OGWANG JOHN BOSCO||M||A/A|
|73||MR BOGERE STEPHEN||M||M/X|
|74||MR LUKEERA STANLEY||M||N/I|
|75||MS NAKATE ESTHER||F||P/M|
|76||MS NAMATA SHERINAH||F||E/L|
|77||MR CHANDIA PATRICK JURUA||M||B/C|
|78||MR KYEYUNE FAROOQ||M||P/M|
|79||MR KIRRIGWAJJO NICHOLAS||M||C/M|
|80||MR ILATUM NOAH||M||E/Y|
|81||MR WALUGADA RONALD||M||M/P|
NON TEACHING STAFF
|1||MR. KIBIRIGE JOHN|
|2||MR. SEKABEMBE YUSUF|
|3||MS. NASSUNA ANNET|
|4||MR. SEBUUFU SETH|
|5||MR. KIWEEWA SAMUEL|
|6||MRS. KAKEMBO NAMUSOKE R|
|7||MS. KUGONZA MARIA|
|8||MS. NABANOBA IRENE|
|9||MRS. NSUBUGA ALICE N.|
|10||MR. KYEYUNE STEPHEN|
|11||MR. SSERUWAGI JAMES|
|12||MR. DDUNGU ROBERT|
|13||MR. MUKIIBI JOHN|
|14||MR. KAVUMA ALEX|
|15||MR. MISANGO JACKSON|
|16||MRS. BIRABWA JANE NSUBUGA|
|17||MS. NABAGESERA JANE|
|18||MRS. BITAMARA WINFRED|
|19||MS. NAKIMBUGWE EVERLYNE|
|20||MS. NAMUGABO BETTY|
|21||MR. KASOZI ANDREW B|
|22||MR. YIGA CHRISTOPHER|
|23||MR. KIYEMBA JOSEPH|
|24||MR. KALYESUBULA SAM|
ENGLISH AND LITERATURE DEPARTMENT
The department of literature is manned by the following competent teachers:-
- JIM OBOTH MA (LIT) (MAK) Head of Department
- MR. SIMON INDEPENDENCE BED ENG/GEOG (MAK) Head of English
- MS. JOYCE KYOBE BED ENG/LIT
- MRS. FLORENCE OUMA MA (LIT) (UCU)
- MS. SOLOMY KIBUUKA BED ENG/LIT
- MRS. AIDAH K.B. NSEREKO MA (HR) (UMU)
- MRS. DIANA LUWAGGA GUMA BA.ED (ENG/LIT) (MAK)
- MS. SHERINAH NAMATA BA.ED (ENG/LIT)
- PURPOSE & CURRICULUM
The department’s curriculum is purposed to promote reading culture to make students appreciate aesthetic, moral and linguistic values.
The selected books further enhance the development of skills and values in areas of problem-solving, conflict management, information gathering, decision making and critical thinking. With these, the Department aims to give an all-round education to equip students with cognitive, affective and psycho-motor skills.
- COMPULSORY AT S1 & S2
Literature is compulsory at S1 & S2. This gives leverage to the department to exploit the formative learning stage to cultivate literary skills of comprehension, interpretation, analysis, evaluation, application and organization. These have an interdisciplinary context to lay a firm foundation for furthering academics and career.
- ABRIDGED TITLES
These titles introduce S1 & S2 to the questions of the lost world-a genre that help to explore issues of race, struggle between good and evil, adventure, mystery, history, mythology, imperialism, power relations, culture etc. Through these books, students further appreciate a variety of literature both indigenous and foreign.
- S.3 & S.4 LITERATURE
At this level, literature has become very popular. The enrollment is now seven times compelling the department to plan for streaming for effective management of number.
The literature performance at public examination is good. Though it fluctuates at O’ Level, at A’ Level an established standard has been set.
A periodic performance audit is frequently done followed by a prompt action to plug any existing loopholes.
- TEACHING METHODOLOGY
The Department follows flexible teaching strategies which include assignments and research, group work, class discussion and presentation, guided discovering, guided notes taking, films, dramatization etc.
The future of literature at NDEJJE is bright. The department will continue to play its role of nurturing its students to be resourceful and intellectually inquisitive future academicians.
NO PAINS NO GAINS
DEPARTMENT OF FINE ART
This department is headed by MR. KALYEBI to gether with his team to ensure that students gain practical skills which may help them in future.
SECONDARY SCHOOL STUDENT’S SUBJECT PERCEPTION, SEX AND ACADEMIC ACHIEVEMENT
By MR. KAKEMBO SAMUEL
It is important to remember that human beings are not passive objects. The subject content in the curriculum, can be percieved to be significant or not, to the student through the senses or the mind, changing one’s behaviour. The cademic performance as well as the academic achievement are subsequently affected by perception of the subject content. It has been observed that learners drop out of educational pipeline forexample in science and technology, at alarming rates at each educaton transaction, beginning in high school (SESEMAT 2008). The study set out to examine the above contribution by investigating 136 students in a boarding school on their perception of subjects and sex to academic achievement.
The study used cross-section survey design as well as questionnaires designed by the reseacher. The data was analysed using quantitative methods, on the following hypothesis: There is no significant difference in the valued subject as percieved by students in the corresponding sexes. There is no significant relationship between academic achievement and the degree of perception of the subjects. Using the t-test at 0.05 level of significance, all the hypothesis were rejected (p>0.05) All subjects were recognized by both female and male students, as very important whether sciences or arts. There was no impact a=on academic achievement, whether the subject was valued most or valued least by the student. There could be other factors to account for academic achievement, rather than subject perception and students’ sex hence the recommandation that all stake holders look into the possibility of improving academic perfomance in their respective subjects in secondary schools, as a measure of enhancing academic achievement.
prepared by: Mr. KAKEMBO SAMUEL
CAREER’S MASTER NDEJJE SSS
COMBATING ATTITUDE PROBLEMS AMONG SCHOOL STAFF
MR. KAKEMBO SAMUEL
OBJECTIVES OF THE PRESENTATION
- Highlight the meaning of attitude
- Manifestations of attitude
- Effects of attitudes
- How to combat attitude problems
Attitudes can be defined as feelings and beliefs that largely determine how the staff will percieve their environment, commit themselves to school programs and ultimately behave.
Attitudes are a mental set that affects how we percieve school policies, programs and activities. In fact, attitudes are teachers’ established prejudices, assumptions and expectations that affect how they percieve their working environment.
STEPHEN P.ROBBINS and MARY COULTER in their book (Management-six edition, International edition, page 419) define attitudes as evaluative statements-either favourable or unfavourable-concerning objects, people or events. They reflect how an individual feels about something.
In order for us to understand better the concept of attitude, we should look at attitude as being made up of 3 major components, namely; cognition, affect and behaviour.
- The cognition component of an attitude is made up of the beliefs, opinions, knowledge, or information held by the teacher.
- The affective component of an attitude is the emotional or feeling part of an attitude. It affects behavioural outcomes.
- The behavioural part of an attitude refers to an intetion to behave in a certain way toward someone (colleage/student/parent) or some thing ( a school program, activity etc).
MANIFESTATIONS OF ATTITUDES AMONG SCHOOL STAFF
Postive manifestations of attitudes:
- Being optimistic
- Being upbeat
- Being cheerful
- Being courteous
- Being warm
- Feeling good about a colleague’s success
- Being decisive
- Being candid
- Being ready to learn
- Sociable, friendly, cooperative
- Open minded
Negative manifestations of attitudes
- Down beat
- Without focus
- Careless (talk, deed)
- Rude to colleagues or students etc
- Not ready to fully participate in school programs
- Extended breaks
- Opposing meeting resolutions after the meetings.
- Work show downs
- Early departures
- Seeing nothing good in others
- Showing disrespect
- Discussing school problems in wrong fora
HOW DO ATTITUDES AFFECT A TEACHER’S PERFORMANCE;
Attitudes are reasonably good predicators of behaviour. They provide clues to a teacher’s behavioural intentions or inclinations to act in a certain way.
Positive job attitudes help predict constructive behaviours; while negative attitudes predict undesirable behaviours.
IMPLICATIONS FOR THE ADMINISTRATION
Naturally, the Headteacher or any other education manager like the Deputy, DOS, HOD is not interested in every attitude a teacher/school staff might hold. Instead he/she would specifically be interested in job related attitudes. The 3 most important are job satisfaction, job involvement and commitment.
Job satisfaction is the teacher’s general attitude towards hi/her job in the school.
Job involvement is the degree to which a teacher identifies with his/her job, actively participates in it, and considers his/her job performance to be important to his/her self work.
Finally commiment represents a teacher’s orientation towards the school in terms of his/her loyalty to identification with and involvement in the school program.