Motivational practices and teachers' performance in private secondary schools in Mbarara district, Uganda
| dc.contributor.author | Turyamureeba, Silaji | |
| dc.date.accessioned | 2020-07-21T07:46:03Z | |
| dc.date.available | 2020-07-21T07:46:03Z | |
| dc.date.issued | 2018-04 | |
| dc.description | A Research Dissertation Submitted in Partial Fulfillment of the Requirements for the Award of Master’s Degree in Educational Management and Administration of Kampala International University | en_US |
| dc.description.abstract | The study was about motivational practices and teachers' performance in private secondary schools in Mbarara District, Uganda. The study aimed at; assessing the relationship between adequate fringe benefits and teachers' performance, establishing the relationship between administrative support and teachers' performance and examining the relationship between physical work environment and teachers' performance. The cross-sectional and descriptive survey designs were adopted on a sample of 214 comprising Board of governors, PTA Chair persons, head teachers and teachers from selected private secondary schools. Data analysis involved use of descriptive statistics and of Pearson correlation coefficient to determine the relationship between motivational practices and teachers' performance. Descriptive results revealed that performance of teachers and administrative supports were good while fringe benefits and physical work environment were poor. The findings of the study showed that there was weak statistically positive significant relationship between fringe benefits and teachers' performance. The findings also showed that there was a statistically positive significant relationship between administrative support and performance of teachers. Further, the findings revealed that physical work environment statistically had a positive significant influence on teachers' performance. Therefore, it was concluded that fringe benefits were not the most important motivational practice required to improve performance of teachers while administrative support and physical work environment were most appropriate for the performance of teachers. Thus, it was recommended that school authorities should provide fringe benefits and emphasize on providing administrative support and appropriate physical work environment | en_US |
| dc.identifier.uri | http://hdl.handle.net/20.500.12306/9602 | |
| dc.language.iso | en | en_US |
| dc.publisher | Kampala International University, College of Education, Open and Distance Learning | en_US |
| dc.subject | Motivational practices | en_US |
| dc.subject | Teachers' performance | en_US |
| dc.subject | Private secondary schools | en_US |
| dc.subject | Mbarara district, Uganda | en_US |
| dc.title | Motivational practices and teachers' performance in private secondary schools in Mbarara district, Uganda | en_US |
| dc.type | Thesis | en_US |