Dr. John Paul Kasujja

Lecturer-History

John Paul Kasujja; a cultural and political historian, is a Lecturer at Kabale University. He holds a Ph.D in History, a Masters Degree in History, and a Bachelor of Arts Degree with Education (History), all from Makerere University, Uganda. He is the Principal Editor of the Direct Research Journal of Social Science and Educational Studies (http://directresearchpublisher.org/journal/drjsses/) and a reviewer of the Tailor and Francis Journal of Racial and Ethnic studies, United Kingdom. He has reviewed a number of Journal Articles, Monographs and books. He is an External Examiner at St. Augustine University, Mwanza, Tanzania. He has also acted as project external assessor at international level; the latest being the Sites and Stories II Project by Kalmar Museum in Sweden, and Bridging Ages International, sponsored by Swedish International Centre for Local Democracy, Sweden (ICLD). He is the former Dean, Faculty of Education at Uganda Martyrs University. He is also a research member of several International professional History organisations, including Bridging Ages International, and The International History, Philosophy and Science Teaching group (IHPST). His main area of research rotates around four interrelated issues; Ethnicity, Culture, politics and Education. He has explored these issues in relation to political, social and economic development in multicultural societies of postcolonial Africa, and has published widely in this area.

Qualifications

-PhD -History-Mak-2016

-Masters-History Education-Mak-2009,

-Bachelor Arts Education-Mak-2006

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Publications

R. Victoria Tamale Kaggwa, John Paul Kasujja, Agnes Nabirye . (2025) . Implementation of the Competence Based Curriculum Activities of Integration and Group Activities on Teachers’ Performance: A Case of Public Secondary Schools in Mbale District, Uganda . Direct Research Journal of Education and Vocational Studies, [online] Volume 7(ISSN: 2734-2174). Lagos: https://journals.directresearchpublisher.org, pp. Pp.48-57,. Available at: https://journals.directresearchpublisher.org/index.php/drjevs/article/view/500
Bakomereza Anne Kakooza, R. Victoria Tamale Kaggwa, and John Paul Kasujja . (2025) . Head teachers’ Planning Skills and Teachers’ Professional Growth in Selected Anglican Secondary Schools in Luweero Diocese, Uganda . Direct Research Journal of Education and Vocational Studies, [online] Volume 7(Agust 2025), pp. 58-66. Available at: https://journals.directresearchpublisher.org/index.php/drjevs/article/view/501/479
Agnes Nabirye, R. Victoria Tamale Kaggwa, and John Paul Kasujja . (2025) . The Management of Project Work on Teachers’ Performance in Government Aided Secondary Schools in Mbale City, Uganda . https://journals.directresearchpublisher.org/index.php/drjevs/article/view/499, 7(1), pp. 41-47
Katongole Badhul, Solomom Muchwa Asiimwe, and John Paul Kasujja . (2025) . Challenges to the Undertaking and Growth of Security and Strategic Studies in Africa . Open Journal of Social Sciences, [online] Volume 7(No.7, July 2025). Available at: htpps://www.scirp.org/journal/jss
John Paul Kasujja . (2023) . Influence of Religion On the Political Parties’ Affiliations and Elections in Uganda: The Case of Iganga District . International Journal of History and Philosophical Research, [online] Volume 11(June 2023). United Kingdom: , pp. 28-41. Available at: https://www.eajournals.org/
John Paul Kasujja, Huda Hassan . (2023) . Religious Affiliations and Political Leadership in Uganda: The Case of Iganga District . Global Journal of Arts, Humanities and Social Sciences, [online] Volume 11(June 2023). United Kingdom: European Centre for Research Training and Development -UK, pp. 24-36. Available at: https://www.eajournals.org/
John Paul Kasujja . (2020) . Mobile urbanity: Somali presence in urban East Africa . Ethnic and Racial Studies, [online] Volume (April, 2020). United Kingdom: Routledge, Taylor and Francis. Available at: https://www.tandfonline.com/loi/rers20
Tumusiime John Baptist, John Paul Kasujja . (2020) . Teacher Motivation and Teacher Commitment to Work: A Case Study of Government Aided Secondary Schools in Masaka Municipality, Uganda . International Journal of Education and Research, [online] Volume 8(February 2020), pp. 169-188. Available at: https://www.ijern.com

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