The interplay of school welfare provision and teacher performance: The case of Ugandan secondary schools

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dc.contributor.authorNaluwemba, Frances
dc.contributor.authorSekiwu, Denis
dc.contributor.authorVincent, Okwenje
dc.date.accessioned2023-05-25T14:46:22Z
dc.date.available2023-05-25T14:46:22Z
dc.date.issued2016
dc.description.abstractThis 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.en_US
dc.identifier.citationNaluwemba, 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 Reviewen_US
dc.identifier.urihttp://dx.doi.org/10.15739/IJEPRR.16.002
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/8806
dc.language.isoenen_US
dc.publisherInternational Journal of Educational Policy Research and Reviewen_US
dc.subjectSchool welfareen_US
dc.subjectTeacher performanceen_US
dc.subjectTeacher motivationen_US
dc.subjectTeacher commitmenten_US
dc.subjectExpectancy theoryen_US
dc.titleThe interplay of school welfare provision and teacher performance: The case of Ugandan secondary schoolsen_US
dc.typeArticleen_US
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