Welfare practices and teachers’ job performance in government aided secondary schools in Luuka District

Abstract

The purpose of the study was to examine the relationship between Welfare Practices and Teachers‟ Performance in Government Aided Secondary Schools in Luuka District. The study was guided by three objectives, namely: To find out the relationship between teachers‟ promotion, provision of teachers‟ meals and continuous professional training and teachers‟ job performance. The study undertook a descriptive cross-sectional survey research design with both quantitative and qualitative techniques employed involving sample of 152 teaching staff that was selected using simple random sampling. This was complemented by three BOG chairpersons, three headteachers and three deputy head teachers. The study objectives were tested using Pearson Correlation Coefficient Index. The findings of the study revealed that promotion, provision of meals and professional development training has a positive significant relationship with teachers‟ performance in government aided secondary schools in Luuka District. It was concluded that teachers‟ promotion, provision of teachers‟ meals and continuous professional development significantly relate with teachers‟ job performance in the government aided secondary schools in Luuka District. It was therefore recommended that if teachers‟ job performance is to be improved in the government aided secondary schools in Luuka District, the head teachers, PTA, BOG and other relevant school authorities should involve teachers in the promotion processes by availing them with matters related to and opportunities for promotion, paying well those who have been promoted, promoting those who have excelled on the job, besides facilitating the mess department to ensure that there is timely breakfast and lunch to be given to teachers and empowering them through staff development workshops and meetings. This would ensure a steady and timely teaching and generally good classroom management, an indication of improved teachers‟ job performance. Finally, concerned school authorities (e.g., head teachers, BOGs, PTA and MoES) should always inform, remind, facilitate and teach the teachers the importance of attending professional development workshops and ensuring an enabling working environment for them to go for further studies. This would help teachers to learn to generate ideas on how to improve teaching and learning activities hence leading to their improved job performance.