Strengthening Teacher Competence for Inclusive Active Learning in Pre-Primary Schools: Evidence from Kabale District, Uganda
Abstract
Inclusive active learning is essential as it fosters engagement, accommodates diverse learning needs, promotes collaboration and critical thinking, enhances academic performance, and creates an equitable, student-centred environment that supports success for all learners. This research aimed to examine the influence of teacher competence on the use of active learning strategies in pre-primary schools in Kabale District, Uganda. Teacher competence was assessed through four dimensions: ethical competence, pedagogical competence, subject matter expertise, and assessment and evaluation skills. A convergent parallel mixed-methods design was employed, grounded in Constructivist Learning Theory. Quantitative data were collected from 254 teachers using a structured questionnaire, while qualitative insights were gathered from 15 headteachers through interviews. Quantitative analysis involved descriptive statistics, correlation, and regression, while qualitative data were examined thematically. Findings indicated that while overall teacher competence was rated high, active learning implementation remained moderate. Regression analysis revealed that pedagogical competence, along with assessment and evaluation, had a significant positive influence on active learning. Subject matter competence showed a positive but statistically insignificant influence, whereas ethical competence exhibited a negative and insignificant influence. The study concludes that pedagogical skills and effective assessment practices are critical drivers of active learning in early childhood education. Conversely, subject matter and ethical competencies, though important, may not directly enhance active learning in this context. It recommends that school administrators prioritise strengthening teachers' pedagogical and assessment capabilities. Additionally, the Ministry of Education and Sports, along with other stakeholders such as district education officers and boards of governors, should reinforce professional development focused on ethical conduct, instructional methods, and evaluation strategies to support inclusive active learning.
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