Remuneration and Performance of Teachers in Government Aided Secondary Schools in Kasese District, Western Uganda

Abstract

Worldwide, 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.