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Navigating Educational Disruptions: The Impact of COVID-19 on Daily Functioning of Private Secondary Schools

Author

Listed:
  • Masagazi Joel Yawe

    (Department of Education, School of Education, Uganda Christian University, Plot 67-173, Bishop Tucker Road, Mukono, P.O. Box 4 Mukono)

  • Nnabbanja Harriet

    (Department of Education, School of Education, Uganda Christian University, Plot 67-173, Bishop Tucker Road, Mukono, P.O. Box 4 Mukono)

Abstract

This cross-sectional study employed a mixed-methods approach to comprehensively investigate the impact of COVID-19 on private secondary schools. Qualitative and quantitative methodologies were integrated, enhancing the depth of understanding. The sample consisted of 92 participants, including school directors, head-teachers, deputy head teachers, and classroom teachers, were purposively and randomly selected. The study revealed shifts in enrollment patterns and attendance trends due to remote and hybrid learning models. Academic performance variations underscored the challenges of adapting to new teaching methodologies. Financial implications arising from altered revenue streams and increased operational costs, Teacher roles evolved, necessitating tailored support. Infrastructure limitations hindered remote learning effectiveness. Student well-being emerged as a poignant concern, and parental involvement dynamics shifted. Findings offer actionable insights for schools and policymakers, contributing to the discourse on educational resilience during global crises. The blended methodology provides a holistic understanding of COVID-19’s intricate influence on private secondary schools. By furnishing evidence-based strategies, this research aids decision-making to navigate unprecedented disruptions.

Suggested Citation

  • Masagazi Joel Yawe & Nnabbanja Harriet, 2024. "Navigating Educational Disruptions: The Impact of COVID-19 on Daily Functioning of Private Secondary Schools," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(2), pages 2294-2306, February.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:2:p:2294-2306
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    References listed on IDEAS

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    1. Ardington, Cally & Wills, Gabrielle & Kotze, Janeli, 2021. "COVID-19 learning losses: Early grade reading in South Africa," International Journal of Educational Development, Elsevier, vol. 86(C).
    2. Kaffenberger, Michelle, 2021. "Modelling the long-run learning impact of the Covid-19 learning shock: Actions to (more than) mitigate loss," International Journal of Educational Development, Elsevier, vol. 81(C).
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