Doctoral Thesis Defense Abstract for Chrispo Maali

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Background

Worldwide, the 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 forms of remuneration, level of teacher performance and the relationship between remuneration and teachers’ performance in government aided secondary schools in Kasese District.

Methodology

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 this study in which 234 teachers were randomly selected to participate. 18 key educational stakeholders including four area inspectors of schools, one district inspector of schools one District Education Officer, 5 Board of Governors representatives and 7 Students leaders representatives  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 from the interviews was triangulated to back up the quantitative findings.

Results

Results from this study revealed that the most prominent remuneration package known to teachers in government aided secondary schools in Kasese District was the high monthly salary which was endorsed by the majority of the teachers [216 (92.3%)], followed by incentives such as remedial teaching allowances [118 (50.4%)], and marking plus supervision allowances [142 (60%). Results also show that a significant number of teachers usually prepares schemes of work [220(94%)], utilize teaching aids by applying different methods of teaching [119 (50.9%)] and assess learners in the teaching and learning process [212(90.6%)]. Factors that were significantly associated with teachers’ performance included: salary, (b=0.174, p<.05), incentives (r=.785, p<.001) and benefits (r=.724, p<.001). Education (post graduate, b=1.074; P<0.001 graduate, b=0.784, p=0.012) is also a predictor of teachers’ performance in secondary schools of Kasese District. Three primary themes emerged out of qualitative data that is, remuneration (salary incentives and benefits) and performance (preparation, content delivery and assessment).

Conclusion

Based on the study’s findings, it can be concluded that remuneration and other factors like education level of teachers predict teachers’ performance in government aided secondary schools in Kasese District. Education policymakers, implementers and managers should 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.

Keywords: Remuneration, Teachers’ performance, Government aided secondary schools.