School Management and Job Performance of Teachers in Government Aided Secondary Schools in Western Uganda
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Date
2022-09
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Publisher
Kampala International University
Abstract
Key to improving education is having highly skilled and effectively performing teachers in all classrooms. Effective teachers enable students to develop attitudes and behaviors that are important for success in life. Teachers develop students learning self-efficacy, happiness and behavior. Teachers who perform their teaching duties effectively deliver the subject matter effectively, cater for student differences, plan classroom instructional strategies, know individual students, assess student understanding and learning outcomes and collaborate with colleagues. Basing on the X and Y Theory, Herzberg’s Two Factor Theory and Perceived Organisational Support Theory, this study investigated the relationship between school management and job performance of teachers in government aided secondary schools in Western Uganda. The study examined the relationship between supervisory practices and job performance of teachers in government aided secondary schools in Western Uganda, assessed the relationship between remuneration and job performance of teachers in government aided secondary schools in Western Uganda, and analysed the relationship between training and job performance of teachers in government aided secondary schools in Western Uganda. The study adopted objective and subjective research philosophies and used mixed research paradigm on a sample of 337 respondents. Data was collected using both the questionnaire and an interview guide. Data were analysed using quantitative and qualitative methods. The findings revealed that there a positive significant relationship between head teachers supervisory practices and job performance, that there was a positive but insignificant relationship between remuneration and job performance of teachers, and there was also a positive but insignificant relationship between training and job performance of teachers. Therefore, it was concluded that head teachers supervision is important for the job performance of teachers, low remuneration of teachers’ impedes high job performance, and limited training opportunities hinder improved job performance of teachers. It was recommended that head teachers should provide effective supervision to teachers to ensure good job performance, stakeholders involved in management of schools such as government, head teachers and Boards of Governors should devise means of enhancing the remuneration of teachers, and avail training opportunities to them. The practical contribution of this study is that it proposes a model showing important school management practices that can enhance job performance of teachers. The practices are supervisor supervision behavior, supervisor support, income security schemes and on-the-job training.
Description
A Dissertation Submitted To the College Of Education, Open and Distance Learning in Partial Fulfillment of the Requirements for the Award of the Degree of Doctor of Philosophy in Management Science-Educational Management of Kampala International University
Keywords
School Management, Job Performance, Teachers, Government Aided, Secondary Schools, Western Uganda