The role of teachers’ perceptions of their profession on their performance in government-aided secondary schools in Nansana Municipality, Wakiso District, Uganda

Abstract

This study investigated the role of teachers’ perceptions of their profession on their performance in government-aided secondary schools in Nansana Municipality, Wakiso District, Uganda. The study was guided by three objectives: (1) to explore how teachers perceive the teaching profession; (2) to examine the influence of these perceptions on their lesson planning; and (3) to examine their influence on lesson implementation. A convergent parallel mixed-methods design was employed. The study involved a target population of 88 respondents, including teachers, deputy head teachers, head teachers, a school inspector, and a key informant. Quantitative data were analyzed using descriptive statistics (frequencies, percentages) and inferential statistics (correlation analysis), while qualitative data were analysed thematically. Findings revealed that teachers generally hold positive perceptions of their profession: 93.8% reported making a positive impact on students’ lives, 88.8% felt a sense of purpose, and 77.7% expressed passion for their roles. However, a significant negative perception was noted regarding remuneration, with only 29.6% agreeing that their salary reflects their effort. Correlation analysis indicated a weak but significant positive relationship between teachers' perceptions of their profession and their lesson planning and a moderate and highly significant positive relationship between teachers’ perceptions of their profession and lesson implementation. The study concluded that while teachers' perceptions are generally positive, these perceptions have a weak but significant positive influence on their lesson planning and a moderate but highly significant positive influence on lesson implementation. Based on these findings, the researcher recommends that: (a) the Ministry of Education and Sports should implement regular, practical professional development programs focused on efficient lesson planning and workload management to improve on the lesson plans made by the teachers; (b) school administrators should organise workshops on self-efficacy and innovative teaching that enhances the positive perceptions of the teaching profession and improve lesson implementation; and (c) the government review and harmonise teachers’ salaries between the arts and science teachers to ensure equitable remuneration, and enhance their perceptions of the profession. Suggested areas for further research include: (a) assessing the contribution of the teachers’ salary scale on the teacher performance in public secondary schools in Uganda.; (b) investigating teachers’ perceptions of the competency-based curriculum and its effect on their performance in government-aided secondary schools in Uganda, and (c) exploring the role of teachers’ perceptions of different teaching methods on their lesson implementation in Uganda.