The interplay of school welfare provision and teacher performance: The case of Ugandan secondary schools
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Date
2016
Journal Title
Journal ISSN
Volume Title
Publisher
International Journal of Educational Policy Research and Review
Abstract
This is an account of a cross-sectional study of how school welfare provision
influences teacher performance in six government aided secondary schools
in Uganda. The study was largely a mixed method involving semi-structured
questionnaires and interviews with a convenience sample of 221
participants in the categories of teachers, head teachers, deputy head
teachers and directors of studies. The findings are that school
administrators provide only those welfare programmes that have a direct
bearing on task accomplishment. Second, teachers’ performance is high
mainly on examination management, punctuality, and co-curricular
activities. Third, school welfare provision is however too insignificant to
cause a remarkable teacher performance (r2=0.0376). We concluded that
school welfare provision will positively influence teacher performance if
teachers are reciprocally committed to work and administrators meet
teachers varied needs. This argument is in consonance with the Expectancy
Theory where fulfillment of people’s needs and motivations
(instrumentality) influences their performance (valence) as they exert effort
to arouse commitment.
Description
Keywords
School welfare, Teacher performance, Teacher motivation, Teacher commitment, Expectancy theory
Citation
Naluwemba, F., Sekiwu, D., & Okwenje, V. (2016). Interplay of School Welfare Provision and Teacher Performance: The Case of Ugandan Secondary Schools. Online Submission, 3(1), 6-13. International Journal of Educational Policy Research and Review