Browsing by Author "Kiyundo Zikanga, Dinensio"

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    Remuneration and Job Performance of Teachers in Government Aided Secondary Schools in Western Uganda
    (Interdisciplinary Journal of Education Research, 2021) Kiyundo Zikanga, Dinensio; Ijeoma Anumaka, Blessing; Bakaluba Tamale, Maurice; Mugizi, Wilson
    The study investigated the relationship between remuneration and job performance of teachers in government-aided secondary schools in Western Uganda. Remuneration was studied in terms of basic pay, income security schemes, and bonuses and allowances. Teachers’ job performance was considered in terms of classroom teaching, management of students, discipline and regularity and interpersonal relations. The study adopted a cross-sectional research design using the quantitative approach on a sample of 333 teachers. Data were collected using both a questionnaire. Descriptive results revealed that job performance of teachers high and remuneration moderate. Inferential analysis showed that while income security schemes had a positive and significant influence on teachers' job performance, basic pay had a positive but insignificant influence on teachers' job performance, and bonuses and allowances had a negative insignificant influence on teachers' job performance. It was concluded that low remuneration to teachers impedes high job performance, especially when basic pay is low and there is a lack of bonuses and allowances. Existence of income security schemes increases the job performance of teachers. Therefore, it was recommended that stakeholders involved in the management of schools such as Government, headteachers, and Boards of governors, devise means of enhancing the remuneration of teachers. Teachers should be given bonuses for exceeding performance and allowances when they do extra work. The pension plan and social welfare benefits should also be made attractive to increase the job performance of teachers.
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    Talent development practices and work engagement of in-service teachers at a private university in Western Uganda
    (Journal of Educational Research and Reviews, 2020) Mugizi, Wilson; Ogaga Dafiewhare, Augustina; Manyange, Michael; Kiyundo Zikanga, Dinensio
    Work engagement is the positive fulfilling work-related state of mind that is characterised by vigour, dedication and absorption. This study investigated factors that promote work engagement of teachers in schools looking at talent management practices. The talent management practices considered were performance appraisal, training and promotion. Specifically, the study examined the relationship between talent development practices and work engagement of in-service primary teachers at a private university in Western Uganda. In particular, the study sought to establish the relationship between performance appraisal, training, promotion and work engagement of in-service teachers. The study adopted a correlational research design to carry out the study. A self-administered questionnaire was used to collect data from 120 in-service teachers. The study findings revealed that for work engagement aspects, employee vigour and dedication of in-service teachers were high whereas absorption was moderate. With respect to talent management practices, performance appraisal and training were high but promotion was moderate. Regression analysis revealed that performance appraisal, training and promotion had positive and significant relationships with work engagement. It was concluded that performance appraisal, training and promotion are important for work engagement of teachers. Therefore, it was recommended that practitioners and head teachers ensure that the performance appraisal requirement is implemented effectively. Practitioners and head teachers should also ensure that teachers are offered regular training and are encouraged to go for further studies. Additionally, practitioners should implement a transparent promotion process that is regular.