Browsing by Author "Injikuru, Justine"

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    Assessing the Effect of Rewards on Academic Staff Performance in Uganda's Public Universities
    (East African Journal of Education Studies, 2024) Injikuru, Justine; Etomaru, Irene; Onen, David
    The persistent decline in academic staff performance at Uganda's public universities prompted this study to investigate the effect of rewards on their performance. Using an exploratory sequential research design, data were collected from 350 academic staff through self-administered questionnaires and analyzed using descriptive statistics and linear regression, alongside interviews with 13 academic staff, which were analyzed using content analysis. The findings reveal that while rewards are a statistically significant predictor of performance, their influence is modest, accounting for 7.6% of the variation in teaching performance, 12.5% in research performance, and 9.6% in community service performance. These results suggest that while rewards positively impact academic performance, their limited predictive power indicates that other factors play a more significant role. The qualitative findings supported the quantitative data, highlighting the importance of additional influences such as professional development, workplace environment, and institutional support. As a result, it is recommended that public universities not only strengthen reward systems but also adopt a comprehensive approach that addresses these other factors. This holistic strategy will help create a more conducive academic environment and ultimately enhance the overall performance of academic staff
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    Job Security as a Determinant of Academic Staff Performance: Evidence from Public Universities in Uganda
    (East African Journal of Interdisciplinary Studies, 2024) Injikuru, Justine; Onen, David; Etomaru, Irene
    In today’s competitive higher education landscape, improving academic staff performance is essential for institutional success. This study investigated the relationship between employee job security and academic staff performance in three key areas: teaching, research, and community engagement at four public universities in Uganda. To understand how job security influences these domains, a cross-sectional survey design was utilised, with a sample of 350 participants selected through stratified random sampling. Data were collected using structured, close-ended questionnaires and analysed with IBM SPSS, employing both descriptive and inferential statistics. The findings indicated that job security has a statistically significant positive effect on academic staff performance across all three areas, with teaching (R = 0.260, R² = 0.067), research (R = 0.312, R² = 0.097), and community engagement (R = 0.278, R² = 0.077) demonstrating modest correlations. As a result, the study rejected the null hypotheses, confirming that improved job security can enhance academic staff performance in these critical domains. However, the modest effect size suggests that job security alone may not lead to substantial performance improvements. Therefore, it is recommended that universities prioritise enhancing job security through clear policies and institutional support measures, including competitive remuneration, comprehensive health insurance, and opportunities for career advancement, while also implementing innovative strategies to foster a stable and supportive working environment that boosts productivity and overall outcomes