Browsing by Author "Maali, Chrispo"
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Item Remuneration and Performance of Teachers in Government Aided Secondary Schools in Kasese District, Western Uganda(Bishop Stuart University, 2023) Maali, ChrispoWorldwide, performance of teachers and the success of schools are dependent on the teachers’ remuneration. However, literature on remuneration that ensures optimal performance of teachers in Uganda especially in government aided schools is lacking. The study was guided by three objectives that examined remuneration of teachers, level of teacher performance and the relationship between remuneration and teachers’ performance in government aided secondary schools in Kasese District. The study adopted a cross-sectional research design with both quantitative and qualitative approaches of data collection and analysis. A post-positivist research paradigm was adopted to cater for mixed methodology approach. A sample size of 25 government aided secondary schools was purposively adopted in which 234 teachers were randomly selected to participate in the study. 18 key educational stakeholders were purposively selected to participate in the qualitative study. Questionnaire survey and interview method were used in data collection. Quantitative data was analyzed using SPSS and presented using both descriptive and inferential statistics while qualitative data was triangulated to back up the quantitative findings. The findings indicate that remuneration was relatively high as indicated by the mean score of 3 which is close to the highest score of 5; performance of teachers is relatively high as indicated by the mean score of 4 which is close to the highest score of 5. Remuneration had a statistically significant positive relationship with performance (r=0.706, p<0.001). The model is of good fit [F (1,200) = 198.574, p<0.001], Remuneration explains 50% of the variations in performance (Adjusted R squared = 0.50). For every unit increase in remuneration score, a participant’s performance on average increases by 0.84 units. (b=0.84: 95%CI, 0.72 to 0.96, p<0.001). On average, a participant’s performance was 12.14. Conclusively, there is a statistical significance between remuneration and performance. Also, from qualitative findings, remuneration influences performance of teachers. Education policy makers, implementers and managers should pay much attention to the remuneration packages. This is hoped to improve teachers’ performance in their preparation to teach, deliver and assess the learners.Item 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 RwekazaIn 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.