(International Journal of Scientific and Research Publications, 2022-07) Maali, Chrispo; Herbert, Elvis Ainamani; Adrian, Mwesigye Rwekaza
In this study, we aimed at examining the association
between social demographic characteristics of teachers and their
performance in government-aided secondary school Kasese
district southwestern Uganda. Using purposive and stratified for
both schools and teachers in this quantitative study, we recruited
234 teachers from 25 government aided secondary in Kasese
district southwestern Uganda
Data was analysed using SPSS version 24, and presented
using both descriptive and inferential statistics.
Our findings indicate that social demographic characteristics
of respondents such as gender, age and education levels are
significant predictors of teachers’ performance in secondary
schools of Kasese district southwestern Uganda.
We conclude that some teachers’ social demographic
characteristics have a significant influence on teachers’
performance in government-aided secondary schools with in
Kasese district south western Uganda. We recommend that policy
makers design the most appropriate interventions entailing human
resource practices aimed at streamlining the needs of teachers
from different demographic cohorts.
