Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12306/14079
Title: Remuneration and teachers’ performance in private secondary schools In Buikwe District, Uganda
Authors: Musoba, Isaac
Keywords: Remuneration
Teachers’ performance
Private secondary schools In
Uganda
Issue Date: Feb-2020
Publisher: Kampala International University, College of Education, Open and Distance Learning
Abstract: Based on several motivation theories, such as Maslow’s hierarchy of needs theory, Alderfer’s ERG theory, Victor Vroom’s Expectancy theory, as well as the Equity theory, the current study was carried in private secondary schools in Buikwe district of Uganda to provide answers to the following questions: 1. What is the level of teachers’ remuneration in private secondary schools in Buikwe district, Uganda?; 2. What is the level of teachers’ performance in private secondary schools in Buikwe district, Uganda?; 3. what is the influence of remuneration on teachers’ performance in private secondary schools in Buikwe district, Uganda? In order to get answers to those questions, a total of 900 respondents participated in the study. Of these, 650 were students who assessed their teachers’ performance, while 250 were teachers, who gave responses on their own remuneration. In addition to filling questionnaires, 50 teachers were subjected to oral interviews. Using a cross-sectional survey design, the respondents were got from 13 schools out of the 21 private secondary schools in the district. Whereas teachers’ remuneration was measured basing on the financial and non-financial benefits given to teachers by their respective employers, their performance was measured basing on the core roles of a teacher, namely teaching, guiding and counselling learners; assessing/marking learners’ work; as well as engaging learners in extracurricular activities. The data were analysed using arithmetic mean and Pearson product moment correlation. The findings were that the level of teachers’ remuneration in private secondary schools in Buikwe district, Uganda was high; the level of teachers’ performance in private secondary schools in Buikwe district, Uganda was high; and there is a significant influence of remuneration on teachers’ performance in private secondary schools in Buikwe district, Uganda. The findings revealed that although teachers’ remuneration and performance were high, they were not excellent (not very high), hence recommendations were made that school administrators and founders should, from time to time raise the financial and non-financial rewards they give to teachers; teachers should put in more effort to perform better their core duties of teaching, guiding learners, assessing them, as well as engaging them in extracurricular activities. Also, since remuneration positively influences performance, there is need for school founders to appreciate more the efforts of their teachers by attaching more allowances to what their teachers do. Recommendations were directed towards school founders because in private schools the founders, not managers, in most cases are the ones who determine how to remunerate employees, and the policies in their schools.
Description: A dissertation submitted to the college of education, distance and e-learning in partial fulfillment of the requirements for the award of a Degree Of Master of Education in Educational Management and Administration of Kampala International University
URI: http://hdl.handle.net/20.500.12306/14079
Appears in Collections:Masters of Educational Management and Administration - Main and Ishaka Campus

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