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Title: | EFFECTIVENESS OF TEACHERS’ MOTIVATION ON JOB PERFORMANCE IN PUBLIC PRIMARY SCHOOLS IN KITAGWENDA COUNTY, KAMWENGE DISTRICT, UGANDA |
Authors: | BYARUHANGA, EMMANUEL |
Keywords: | Teachers Motivation Job Performance Public Primary School Uganda |
Issue Date: | 3-Jun-2019 |
Abstract: | his study investigated the effectiveness of teachers’ motivation on job
performance in public primary schools. There is public concern for deteriorating
teachers’ professional conduct in Uganda characterized by teachers’ poor time
management, absenteeism, inadequate preparations and syllabus coverage, and
poor discipline management that compromise teacher job performance. Literature
revealed need of motivating teachers in order to achieve improved teachers’
performance in schools. Research study was guided by questions such as, what
professional development opportunities are available for teachers’ job
performance? How does remuneration influence teachers’ performance? To what
extent does supervision influence teachers’ performance? How do working
conditions influence teachers’ performance? Convergent parallel mixed methods,
particularly cross-section survey and phenomenological designs guided the study.
Stratified random sampling, simple random sampling, and purposive sampling
procedures were used to select participants. Research instruments included
questionnaires, in-depth interview guide, and Focus Group Discussion guide.
Descriptive statistics such as frequencies and percentages were used to summarize
quantitative data, and Inferential statistics T-test and ANOVA were used to test
hypotheses. Qualitative data was analysed by generating codes and categories.
Findings revealed that workshops, in-service training and seminars were provided
for teachers and enhanced their teaching effectiveness. Teachers received a
meagre consolidated salary which left most teachers dissatisfied. External and
internal instructional supervision was conducted but the District Inspector of
Schools had facilitation challenges. Few schools had staff quarters, other teachers
catered for themselves. Schools had incomplete classroom structures, inadequate
reference materials and textbooks which compromised effective teaching. The
study recommends the government to increase funding for more workshops and
seminars; increase teachers’ salary and bridge salary gap between teachers and
head teachers. The government should complete the already existing classroom
structures, increase funding for supervision facilitation; construct staff quarters
and staffroom for each school; and add more textbooks. |
Description: | Dissertation |
URI: | http://localhost/xmlui/handle/1/6190 |
Appears in Collections: | Theses and Dissertations
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