Browsing by Author "Jonhson Atwiine"

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    The relationship between salary enhancement and learners' assessment among science teachers in public secondary schools in Kamwenge district :
    (SJ Education Research Africa, 2025-09-19) Ayesiga Dan; Jonhson Atwiine; Enock Barigye
    Background The study investigated the impact of science teachers’ salary enhancement on their job performance in public secondary schools within Kamwenge District. The study was guided by the Dual Factor Theory, also known as the Two-Factor Theory, which was proposed by psychologist Frederick Herzberg in 1959. Methods This research adopted a descriptive research design utilizing both quantitative and qualitative research approaches. The study population was 100 science teachers and headteachers in ten public secondary schools. A sample size of 80, including 70 science teachers and 10 headteachers, was selected using Yamane’s (1967) formula. Purposive sampling was used to select headteachers, while simple random sampling was employed to select science teachers. Data was collected using questionnaires and interview guides. Quantitative data were analyzed using SPSS version 20.0, while qualitative data were analyzed using thematic analysis. Results The study findings revealed that salary enhancement significantly improves science teachers’ regular lesson attendance, punctuality, and consistency in teaching. Improved salary also led to greater participation in co-curricular activities and increased teacher involvement in student mentorship, clubs, and sports. Furthermore, salary enhancement positively influenced teachers’ commitment to regular and effective learner assessment, including feedback, timely marking, and the use of varied assessment methods. Correlation analysis showed a strong, positive, and statistically significant relationship between salary enhancement components and teacher performance indicators, particularly with direct pay rise and composite salary enhancement scores. Conclusion The study concluded that salary enhancement plays a critical role in improving science teachers’ job performance in terms of attendance, motivation, co-curricular involvement, and learner assessment. Recommendation The Ministry of Education and the government should maintain and strengthen salary enhancement schemes for science teachers, aligning incentives with qualifications and experience.