Title: The Prod the System: A Critical Analysis of Structural Inertia in Ugandan Education
Authors: Dr. Arinaitwe Julius, Musiimenta Nancy
Volume: 10
Issue: 1
Pages: 292-301
Publication Date: 2026/01/28
Abstract:
This mixed-methods study critically examined structural inertia in Uganda's education system, investigating how institutional rigidity constrained systemic educational excellence while paradoxically allowing exceptional individual achievement to emerge. Employing a concurrent research design, the study collected data from 520 participants across 45 secondary schools in five districts through structured questionnaires, in-depth interviews, focus group discussions, classroom observations, and document analysis. Sample size calculations using G*Power 3.1 software determined a minimum of 384 respondents to achieve 80% statistical power at 95% confidence level, with the study ultimately recruiting 300 teachers, 150 students (including 30 high-achievers), 50 administrators, and 20 policy officials. Quantitative analysis using SPSS and R software employed descriptive statistics, ANOVA, multiple regression, and structural equation modeling, while qualitative data underwent thematic analysis using NVivo 12. Results revealed statistically significant differences in structural inertia across school types and contexts, with public schools (M=4.20, SD=0.65) demonstrating substantially higher inertia than private schools (M=3.35, SD=0.77), F(1,298)=56.89, p<0.001, ?²=0.159, and rural schools showing similar patterns compared to urban institutions. Multiple regression analysis demonstrated that access to qualified mentorship (?=0.341, p<0.001), school infrastructure quality (?=0.298, p<0.001), and pedagogical innovation (?=0.276, p<0.001) were the strongest predictors of student excellence, while structural inertia negatively predicted achievement (?=-0.248, p<0.001), with the overall model explaining 58.1% of variance in educational outcomes (R²=0.581, F(10,289)=40.18, p<0.001). Structural equation modeling confirmed excellent model fit (CFI=0.956, RMSEA=0.036) and revealed complex causal pathways through which colonial legacies (?=0.684 to institutional arrangements), resource constraints (?=-0.812 to infrastructure quality; ?=-0.746 to teacher capacity), and governance frameworks (?=0.693 to administrative bureaucracy) cascaded through institutional arrangements to shape pedagogical practices and ultimately student excellence, with structural inertia as a latent construct exerting significant negative direct effects (?=-0.523, p<0.001) on learning outcomes. Qualitative findings illuminated mechanisms through which exceptional learners navigated systemic constraints through access to mentorship, well-resourced school environments, and family support systems unavailable to most students. The study concluded that structural inertia in Uganda's education system was a multidimensional phenomenon rooted in historical path dependencies, perpetuated by resource inadequacies and bureaucratic governance, and manifested through curriculum rigidity, examination-centric pedagogy, and limited innovation capacity that collectively suppressed educational potential for the majority while allowing isolated pockets of excellence to emerge under exceptional circumstances. Three key recommendations emerged: implementing comprehensive resource mobilization with equitable allocation prioritizing disadvantaged schools; redesigning curriculum and assessment systems to reduce examination orientation and promote competency-based learning; and establishing decentralized innovation hubs while reducing administrative bureaucracy through governance reforms that devolve decision-making authority to school level while maintaining accountability for learning outcomes. These findings contributed to scholarly understanding of educational transformation in resource-constrained contexts and provided empirical foundation for policy reforms addressing systemic rather than individual barriers to educational quality and equity in Uganda and comparable settings across Sub-Saharan Africa.