This study examined the role of education support provided by the Anglican Church in enhancing education

levels in Bweranyanyi Deanery, West Ankole Diocese, Uganda. Employing a cross-sectional research design,

data were collected from 232 respondents using questionnaires and interviews with church leaders.

Quantitative data were analyzed through descriptive statistics while qualitative data underwent thematic

analysis. The findings revealed that the Church’s educational initiatives increased school enrollment, improved

In the West Ankole Diocese, particularly in Bweranyanyi Deanery, the Anglican Church serves not only as a

spiritual institution but also as a center of socio-economic activity. (Byaruhanga, 2024).The Deanery runs

various community programs including savings and credit associations, youth training initiatives, health

sensitization campaigns, and support for vulnerable households.(Bamusime, J. (2019). Despite these efforts,

the community continues to experience slow progress in socio-economic development, characterized by high

levels of youth unemployment, school dropouts. (Caritas Uganda, 2019; Byaruhanga, 2024).

The study was guided by Social Capital Theory as developed by Pierre Bourdieu (1986), who defined social

Mugisha (2017) conducted a study titled “Faith-Based Organizations and Education Development: The Role of

research, which focused on Anglican-founded primary schools in Uganda’s Central region, collected data

through interviews with Church leaders, teachers, and parents. The findings revealed that the Anglican Church

significantly contributed to educational development by providing infrastructure, teacher training, scholarships,

and moral instruction. These interventions improved school enrolment, retention, and academic performance.

Mugisha concluded that the Anglican Church is a vital partner in rural education and recommended that the

government collaborate more closely with the Church to strengthen these efforts.

Akologo and Yeboah (2019) evaluated the Anglican Church's contribution to education in Northern Ghana in a

in Northern Ghana”. Using a descriptive survey of 250 participants, the study found that the Church helped

bridge education gaps by building schools in remote areas, providing school materials, and supporting teacher

welfare. These interventions increased access to education and improved performance in rural schools. The

researchers concluded that Church initiatives were effective in reducing educational disparities and

recommended closer coordination with district education offices.

Tumwine (2021), in a longitudinal study titled “Religious Institutions and Educational Advancement: The

Anglican Church in South Western Uganda”, analyzed academic performance in 12 Anglican-founded

secondary schools over a five-year period. The study found that these schools consistently outperformed others

among pupils in Church-supported schools. Contributing factors included early-grade reading programs,

teacher mentorship, and child protection efforts. The study concluded that Anglican Church support improves

foundational learning and recommended the expansion of such interventions in post-conflict and

disadvantaged regions

A cross-sectional research design was employed to examine the relationship between the evolving role of the

Church and household incomes among Christians in Bweranyangi Deanery, West Ankole Diocese. This design

was considered appropriate because it allowed for the collection of data at a single point in time from a

representative sample, thus providing a snapshot of the prevailing socioeconomic conditions and community

perceptions (Kothari, 2004). The design enabled the researcher to identify patterns and associations between

A sample of 232 was selected using solvens fomula:

Where:

 n = sample size

 N = population size (550 in this case)

 e = margin of error (usually 0.05 or 5% for 95% confidence level)

Simple random sampling was applied to community members to give each individual an equal chance of

selection. This method was chosen to enhance the representativeness and generalizability of the study findings

(Kothari, 2018). By using simple random sampling, the study minimized sampling bias and ensured that the

data collected reflected the views of the broader community in Bweranyanyi Deanery.

Purposive sampling was used to select church leaders, including Deanery priests, lay readers, and church

council members. This technique was justified because these individuals possess specific knowledge and

experience related to the church programs that impact household incomes (Patton, 2015). Targeting

participants with relevant expertise allowed the study to gain in-depth and meaningful insights into the role of

the church in socio-economic transformation.

The combination of simple random and purposive sampling methods provided a balanced sample for the study.

respondents as well as their perceptions of the economic impact of church programs, facilitating an objective

overview of the data (Creswell, 2014).

Qualitative data obtained from interviews were analyzed using thematic analysis. Key themes were identified

by categorizing patterns and insights shared by church leaders. Relevant quotes were used to illustrate and

support the findings. This method enabled a deeper understanding of the perspectives regarding the church’s

evolving role and its influence on socio-economic transformation within the community (Braun & Clarke,

2006).