Lira University Institutional Repository

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The Lira University Institutional Repository is a digital platform for collecting, preserving, and disseminating the intellectual and scholarly output of the University.

It provides access to theses, dissertations, journal articles, conference papers, learning materials, reports, university publications, and other research outputs produced by the Lira University community.

Through this repository, Lira University strengthens visibility, knowledge sharing, long-term preservation, and worldwide access to its academic contributions.

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Recent Submissions

Utilization of postpartum family planning and associated factors among postpartum women attending five healthcare facilities in a rural district in Northern Uganda
(Women’s Health, 2025) Madira, Emmanuel; Auma, Anna Grace; Kabunga, Amir; Asiimwe, Mary Goretti; Acobi, Andrew; Namukwana, Beth; Izaruku, Ronald; Acayo, Vicky Caroline; Opio, Peter Paul; Opio, Dokotum Okaka
Background: Postpartum women worldwide, despite wishing to delay or avoid pregnancies, often resume sexual activity without family planning, contributing to 121 million unintended pregnancies annually, particularly in sub-Saharan Africa. Postpartum family planning (PPFP) can prevent 71% of unintended pregnancies and reduce maternal and neonatal morbidity and mortality. However, uptake in Uganda is low, at 35%, and data on its use are scarce. Sociocultural barriers, limited access to quality healthcare, and systemic inequities further hinder uptake. Objective: To assess the level of utilization of PPFP and the contributing factors among postpartum women attending health facilities in a rural district of Northern Uganda. Methods: A descriptive cross-sectional study was conducted among 483 women within 12-month postpartum, recruited from 5 randomly selected health facilities between October and November 2022. Quantitative data were collected using interviewer-administered questionnaires. Data were analyzed using STATA version 17.0, with descriptive statistics and multivariate logistic regression performed at a 95% confidence interval (CI) to identify predictors of PPFP utilization. Results: The utilization of PPFP was 41.61% (95% CI: 37.17–46.15). Independent predictors or contributing factors to PPFP utilization included education level (primary—adjusted prevalence ratio (APR): 0.753; 95% CI: 0.641–0.883; p=<0.001). Keywords: postpartum family planning, utilization, postpartum women, Alebtong District, Northern Uganda, predictors and contributing facto
Strategic and Critical Thinking in Multi-Level Leadership: A Systematic Review of Practices and Effectiveness in Ugandan Higher Education Institutions (HEIs)
(East African Journal of Arts and Social Sciences, 2026) Angela, Geoffrey; Kato, Joshua Kimata
This systematic review examines how strategic and critical thinking across executive, line, middle, and lower-level leadership affects institutional effectiveness in higher education, with emphasis on Ugandan Universities. Drawing on international and regional literature on managerial competencies, adaptive and strategic leadership, middle management, and institutional innovation, it identifies the core thinking skills, leadership practices, and structural conditions that shape performance, adaptability, innovation, and equity. Methods: A PRISMA-guided review of peer-reviewed studies from major databases was conducted using keywords related to strategic/critical thinking, leadership, higher education, Uganda, and institutional effectiveness. Eligible studies provided empirical or robust conceptual analysis of leadership roles, thinking, decision-making, and institutional outcomes. Results: Conceptual and strategic thinking, evidence-informed decisions, and critical problem framing consistently enhance organisational performance, resilience, and innovation, yet remain weakly embedded in Ugandan public universities. Adaptive leadership is limited, decision-making systems are fragile, and middle/line managers are constrained by inadequate preparation, bureaucracy, and scarce resources. Conclusion and recommendations: Multi-level effectiveness requires integrating strategic and critical thinking across all leadership tiers and aligning structures, culture, and data systems to support these capabilities. The review proposes a multi-level analytical framework and calls for structured leadership development, institutionalisation of adaptive and evidence-based leadership, and governance reforms to reduce bureaucracy, strengthen decision-making, and foster inclusive, critically reflective cultures in Ugandan Higher Education Keywords: Strategic Thinking, Critical Thinking, Multi-level Leadership, Managerial Competencies, Institutional Effectiveness, Evidence-based Leadership, Ugandan Higher Education Institutions (HEIs).
Validating the Measures of Emotional Intelligence-Based Performance Theory in the Context of Academic Staff at Kyambogo University, Uganda
(East African Journal of Interdisciplinary Studies, 2024) Kato, Joshua Kimata; Mugizi, Wilson; Kyozira, Peter; Ariyo, Gracious Kaazara
The study validated the measures of Emotional Intelligence Based Performance Theory in the context of full-time academic staff at Kyambogo University. Basing on the conceptualization by Goleman (1998), Emotional Intelligence Based Performance Theory was studied in terms of self-awareness, self-management, social awareness, and relationship management. This cross-sectional study involved a sample of 201 from fulltime academic staff at Kyambogo University, data were collected using a self-administered questionnaire. Descriptive statistics and structural equation modelling (SEM) using Smart PLS for partial least square structural equation modelling (PLS-SEM) were used to determine the measures of Emotional Intelligence Based Performance Theory. Descriptive results indicated that four constructs of Emotional Intelligence Based Performance Theory of self-awareness, self-management, social awareness and relationship management were high. PLS-SEM indicated that the four constructs of self-awareness, self-management, social awareness and relationship management were appropriate measures of the Emotional Intelligence Based Performance Theory. It was concluded that Kyambogo University managers need to promote a high level of self-awareness, self-management, social awareness and relationship management among academic staff. Therefore, the study recommended that Kyambogo University managers need to emphasise self-awareness, self-management, social awareness and relationship management among full-time academic staff. Keywords: Emotional Intelligence, Self-awareness, Self-Management, Social-awareness, Relationship-Management.
Leadership Behaviours and Organisational Commitment Mediated by Job Satisfaction of Academic Staff at Kyambogo University
(East African Journal of Education Studies, 2024) Kato, Joshua Kimata; Mugizi, Wilson; Kasule, George Wilson; Kyozira, Peter
The study examined the relationship between leadership behaviours and the organisational commitment of academic staff at Kyambogo University, mediated by job satisfaction. Specifically, the study tested the influence of leadership behaviours on organisational commitment and job satisfaction, the influence of job satisfaction on the organisational commitment of academic staff, and the mediating effect of job satisfaction on the influence of leadership behaviours on organisational commitment. Based on the three-component model by Allen and Meyer (1990), organisational commitment was studied in terms of affective, continuance, and normative commitment. The study adopted a correlational research design on a sample of 175 fulltime academic staff of Kyambogo University. The study utilised a self-administered questionnaire to collect the data. Data analysis involved carrying out partial least squares structural equation modelling (PLS-SEM). The results indicated that leadership behaviours positively but insignificantly influenced job satisfaction, while job satisfaction positively and significantly influenced organisational commitment, and leadership behaviours positively and significantly influenced job satisfaction. The results also revealed that job satisfaction partially mediated the influence of leadership behaviours on organisational commitment. The study concluded that while leadership behaviours are not a prerequisite for increasing organisational commitment among academic staff members, they improve academic staff members' job satisfaction. Also, academic staff members' commitment is increased by their job satisfaction, and job satisfaction partially significantly affects the association between leadership behaviours and academic staff members' commitment. The study recommends that to improve organisational commitment, university leaders should not overfocus on leaders’ behaviours. Nevertheless, to improve job satisfaction, they should exhibit those leadership behaviours that enhance job satisfaction. Further, university leaders can improve academic staff satisfaction by implementing appropriate job satisfaction practices. Last but not least, in addition to good leadership practices, university leaders should implement appropriate job satisfaction practices to enhance academic staff members' commitment. Keywords: Affective, Behaviours, Commitment, Continuance, Leadership, Satisfaction.
Emotional Intelligence and Organisational Commitment of Lecturers at Kyambogo University
(Interdisciplinary Journal of Sociality Studies, 2023) Kato, Joshua Kimata; Mugizi, Wilson; Kasule, George Wilson; Kyozira, Peter
The study examined the casual link between emotional intelligence and organisational commitment of lecturers at Kyambogo University. Specifically, the study examined the link between the four emotional intelligence competencies of self-awareness, self-management, social awareness, and relationship management with organisational commitment of full-time lecturers at Kyambogo University. The three-component model of organisational commitment by Allen and Meyer, which describes it in terms of affective, normative, and continuance commitment, was used to assess the concept. Using the correlational research design, the study adopted the quantitative approach. The study participants were 175 fulltime lecturers of the selected university. The data were collected using a self-administered questionnaire. Structural equation modelling (SEM) using SmartPLS was used to analyse the data. The study findings indicated that while self-management and social awareness were significant determinants of organisational commitment of full-time lecturers, relationship management and self-awareness were positive but insignificant determinants of organisational commitment. The study concluded that while self-management and social awareness are essential for the organisational commitment of lecturers, relationship management and self-awareness are not. Therefore, it was recommended that to promote the organisational commitment of lecturers, university managers should take cognisance of lecturers' self-management and social awareness more than relationship management and self-awareness. Keywords: Affective, continuance, normative, relationship-management, self-awareness, self-management, social-awareness.