Teachers' Pedagogical Skills and Classroom Efficiency in primary schools in Kibuku Town Council, Uganda

This study examined the influence of teachers' pedagogical skills on classroom efficiency in primary schools in Kibuku Town Council, Uganda. A cross sectional research design was employed with 126 respondents comprising 88 teachers, 13 head teachers, 13 deputy head teachers, and 12 directors of studies from 13 primary schools. Data were collected using structured questionnaires (Content Validity Index > .92, Cronbach's α = .82) and semistructured interviews. Quantitative data were analyzed using descriptive statistics, Pearson's correlation, and simple linear regression. Qualitative data were analyzed thematically following Braun and Clarke's six phase framework. Teachers demonstrated high levels of pedagogical skills with an aggregate mean score of 3.80 out of 5.00. Strengths were identified in lesson planning (M = 4.12), provision of clear learning objectives (M = 4.08), and regular assessment of learner understanding (M = 4.05). Weaknesses were identified in use of varied teaching methods (M = 3.45) and effective use of teaching aids (M = 3.12). Pedagogical skills showed a strong positive correlation with classroom efficiency (r = .68, p < .001) and explained 46 percent of its variance (R² = .46). Qualitative findings revealed that thorough lesson planning, clear learning objectives, active learner engagement, and regular assessment enhance classroom efficiency, while resource constraints limit the use of varied methods and teaching aids. Teachers' pedagogical skills significantly influence classroom efficiency in rural Ugandan primary schools. Strengthening differentiated instruction and resource utilization should be priorities for improving classroom efficiency in resource limited settings.