Browsing by Author "Herbert, Elvis Ainamani"

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    The Relationship between Remuneration and Teacher Performance in Government-Aided Secondary Schools in Kasese District
    (International Journal of Science and Research (IJSR), 2020-12) Chrispo, Maali; Herbert, Elvis Ainamani; Adrian, Rwekaza Mwesigye
    Abstract: The purpose of the study was to assess the relationship between remuneration and teachers' performance in government aided secondary schools in Kasese District. The study adopted a cross-sectional research design with a quantitative approach to data collection and analysis. A sample size of 25 government-aided secondary schools was purposively adopted in this study in which 234 teachers were randomly selected to participate in this study. This study found out that there is a significant positive relationship between remuneration and performance of teachers in government-aided secondary schools in the Kasese district. Findings show that a significant number of teachers usually prepare schemes of work, utilize teaching aids, apply different methods of teaching, and assess learners in the teaching and learning process. It was concluded that remuneration predicts teachers' performance in the government aided secondary in Kasese District. The study recommends that education policymakers, implementers, and managers pay much attention to the remuneration packages for teachers in government-aided schools. This is hoped to improve teachers' performance in their preparation to teach, deliver, and assess the learners.
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    Social Demographic Characteristics and Teachers’ Performance in Government Aided Secondary Schools:
    (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.