International Research Journal of Innovations in Engineering and Technology - IRJIET International Open Access, Monthly, Peer Reviewed, Reputed Journal ISSN (online): 2581-3048

Impact Factor (2025): 6.9

DOI Prefix: 10.47001/IRJIET

Influence of Servant Engagement on Education Service Delivery in Lira District, Uganda

Abstract

This study investigated influence of servant engagement on education service delivery in Lira District, Uganda. Specifically the study examined the influence on community engagements on education service delivery in Lira District; established the influence of employee engagements on education service delivery in Lira District; and assessed the influence of elected officials’ engagements on education service delivery in Lira District. The education service delivery in Lira District, Uganda, is significantly hampered by poor servant engagement, leading to suboptimal educational outcomes. According to the Uganda Bureau of Statistics (2021), only 60% of primary school teachers in Lira are actively engaged in their roles, which correlates with a national dropout rate of 22% among primary students (Ministry of Education and Sports, 2022). Indicators of this problem include inadequate infrastructure provision; for instance, only 45% of schools in Lira meet the minimum standards for classroom space and facilities (UNICEF, 2020). Furthermore, teacher training programs are insufficiently implemented, with only 30% of teachers receiving continuous professional development (National Teachers’ Union Uganda, 2021). The curriculum implementation is also lacking; a recent assessment revealed that less than 50% of students are proficient in core subjects such as mathematics and literacy (Uganda National Examinations Board, 2022). Additionally, student support services are minimal; reports indicate that only 25% of schools provide adequate counseling and guidance services (World Bank, 2021). The consequences of these issues manifest as low academic performance and high dropout rates, perpetuating a cycle of poverty and underdevelopment in the region. If these challenges are not addressed promptly, poor education service delivery in Lira District is likely to persist long-term, further entrenching socio-economic disparities. The researcher has hence, been prompted to examine the influence of servant engagement on education service delivery in Lira District, Uganda.  This study used a cross-sectional survey design with a study population of 360 individuals and a sample of 186 respondents. Data were collected using self-administered questionnaires and interview guides. Data were analyzed using descriptive and inferential statistics. The correlation findings revealed that community engagement was strongly and positively related to education service delivery (r = 0.756); employee engagements exhibited a strong and positive relationship with education service delivery (r = 0.822), whereas elected officials’ engagements exhibited a strong and positive relationship with education service delivery (r = 0.990). Regression analysis results also revealed that all servant engagement (community engagement, employee engagements, and elected officials’ engagements) have a positive and significant effect on education service delivery, with net relationships (β = 0.434, β = 0.313, and β = 0.387, respectively). The study recommends that there should be creation of platforms for community members to discuss educational needs, challenges, and solutions. This could include regular town hall meetings or focus groups that encourage participation from diverse community sectors. Organize regular training sessions for employees in the education sector to enhance their skills and knowledge, fostering a culture of continuous improvement. Facilitate meetings between elected officials and education stakeholders (teachers, parents, students) to discuss policies affecting education service delivery act on staff retention in private secondary schools settings, offering insights for policy makers and practitioners to improve governance processes and stakeholder management strategies.

Country : Uganda

1 Okello Robert Pius2 Dr. Herbert Ssekandi3 Apili Lillian Ocen

  1. School of Graduate Studies and Research (SGSR), Team University, P.O. Box 8128, Mengo, Kabaka A’njagala Road, Kampala, Uganda
  2. School of Education (SoE), Nkumba University, PO Box 237, Entebbe Central Region, Kampala-Entebbe Highway, Uganda
  3. School of Education (SoE), Nkumba University, PO Box 237, Entebbe Central Region, Kampala-Entebbe Highway, Uganda

IRJIET, Volume 9, Issue 5, May 2025 pp. 299-321

doi.org/10.47001/IRJIET/2025.905040

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