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Teachers’ Goals Regarding Social Competence of Pupils from Unstable Families in Uganda a Case of Four Selected Primary Schools in Kabusu Village Rubaga Division Kampala District

Author(s) PATRICA NDOROGO
Country Uganda
Abstract ABSTRACT

The study examined the teachers’ goals regarding the social competence of pupils from unstable families in Uganda, using four selected primary schools in Kabusu village, Rubaga division as a case study. A descriptive cross-sectional survey design was adopted for this study. The study had the following objectives: to identify the causes of lack of social competence among the pupils from unstable families, to find out challenges encountered in teaching specific social competence among the pupils from unstable families, and to suggest possible interventions that could be made by the teachers to overcome the challenges of pupils with social competence difficulties from unstable families in selected primary schools in Kabusu village, Rubaga division. This study was grounded by Social Cognitive Theory (Bandura, 1986) and Ecological Systems Theory (Bronfenbrenner, 1979) highlight the interconnected factors influencing children's development, including their learning of social behaviors through observation and modeling, and the impact of their family, school, and community environment. A sample of 210 respondents was drawn from a total population of 5642, as determined by Krejcie & Morgan’s (1970) table. The study employed both quantitative and qualitative methods of investigation, using questionnaires, face-to-face interviews, documentary review, and direct observation as data collection tools. The research findings revealed that children with social competence issues might lack the necessary behavioral competence, meaning they do not act in developmentally appropriate ways or in line with their peers. This was confirmed by 56.8% of respondents who strongly agreed, and 31.6% who agreed, with the statement. The assertion was supported by a mean value of 4.31 and a standard deviation of 1.073. The study further discovered that pupils from unstable homes frequently display a lack of social competence, with some even marrying at an early age. The findings indicated that 68.4% of respondents agreed with this statement, with a mean score of 4.17 and a standard deviation of 0.663. Additionally, the study found that these pupils often use vulgar language, with 49.5% agreeing, and 33.7% strongly agreeing that this behavior was common. This finding was confirmed by a mean score of 4.01 and a standard deviation of 1.047. The study also revealed a significant positive relationship between teachers’ goals and social competence (r=0.634**, Sig=0.000), with an adjusted R square value of 0.396. This suggests that changes in teachers’ goals played a crucial role in the social competence of the pupils. The study concluded that lack of social competence among pupils from unstable families is primarily rooted in underdeveloped behavioral skills, loss of self-confidence, and limited respect for others. The study recommends that teachers should receive training in trauma-informed practices to better understand and address the emotional and psychological challenges that these students face. By recognizing the signs of trauma and emotional distress, teachers can offer appropriate support and interventions to help students cope with their experiences.
Keywords Teachers’ Goals, Social Competence, Pupils and Unstable Familie.
Field Sociology > Philosophy / Psychology / Religion
Published In Volume 6, Issue 3, March 2025
Published On 2025-03-10
Cite This Teachers’ Goals Regarding Social Competence of Pupils from Unstable Families in Uganda a Case of Four Selected Primary Schools in Kabusu Village Rubaga Division Kampala District - PATRICA NDOROGO - IJLRP Volume 6, Issue 3, March 2025.
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