Abstract:
The aim of this research was to investigate the effects of school labelling specifically regarding special,
ward, and private schools on students’ educational experiences. This study seeks to understand how
perceptions associated with different school types influence students' motivation, self-esteem, and
overall students’ academic performance. By examining the impact of these labels, the research aimed
to provide insights that can inform educational policies and practices, ultimately promoting equity and
improving student outcomes across various school settings. The study adopted purposive and simple
random sampling techniques where a total of 80 respondents and 4 key informants from the study
area were involved in the study. Basically, the study was qualitative in nature though a quantitative
approach was used to some extent. A questionnaire was used to collect requisite information for students
and quantitative data were analysed by using descriptive statistics to determine frequency and
percentage whereas qualitative data were subjected to content analysis.
With regard to the specific objectives of this study, it was also revealed that in special schools both
students and teachers are highly motivated to study and work, while in those schools labelled to be
low, both students and teachers are demoralized to study and work, these feelings, in turn, can have
impact on the teaching and learning process of the students and teachers.
Furthermore, it was found that special, seminary, and private schools have superior resources
compared to local public schools, including a better student-to-book ratio and well-equipped
laboratories. Libraries in private schools are stocked with a wide range of learning materials, and sports
facilities are more readily available.
On the basis of these findings, the study recommends that, Policy makers and School administrators,
especially in the government secondary schools should ensure proper teacher motivational packages
and that their schools have enough desks and chairs both in the classrooms and libraries. Lastly, labelling of schools should be avoided as it demoralizes the stakeholders even if the parents don’t feel proud when
their children are sent to study in inferior labelled schools. |
Keywords:
Private schools, public schools, Ward schools, Saint Kayumba schools, special school, English medium schools
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