scholarly journals Head Teachers Supervision Practices and Job Performance of Teachers in Government Aided Secondary Schools in Western Uganda

2021 ◽  
Vol 2 (Issue 4) ◽  
pp. 54-65
Author(s):  
Dinensio K. Zikanga ◽  
Blessing I. Anumaka ◽  
Maurice B. Tamale ◽  
Wilson Mugizi
Keyword(s):  
Secondary Schools ◽  
Job Performance ◽  
Interpersonal Relations ◽  
Positive Influence ◽  
Behavior Support ◽  
Cross Sectional ◽  
Teaching Management ◽  
Head Teachers ◽  
Supervision Practices ◽  
Western Uganda

The study investigated the relationship between head teachers’ supervision practices and job performance of teachers in government aided secondary schools in Western Uganda. Head teachers supervision practices were studied in terms of supervision behavior, support and communication. Job performance of teachers was considered in terms of classroom teaching, management of students, discipline as well as regularity and interpersonal relations. The study adopted a cross-sectional research design using the quantitative approach on a sample of 333 teachers. Data were collected using both the questionnaire. Data were analysed using quantitative. Inferential analysis showed that while supervision behaviors and support had a positive and significant influence on job performance of teachers, supervision communication did not. It was concluded that supervision behaviors and support are important for the job performance of teachers. Therefore, it is recommends that head teachers should provide effective supervision to teachers because such a practice has a significant positive influence on teachers’ job performance.

Performance Appraisal Practices and Teachers' Job Performance in Private Universal Secondary Schools in Manafwa District, Uganda

2021 ◽  
Vol 4 (1) ◽  
pp. 46-63
Author(s):  
Fred Wamimbi ◽  
Muhammadi Bisaso
Keyword(s):  
Secondary Schools ◽  
Job Performance ◽  
Performance Appraisal ◽  
Performance Monitoring ◽  
Survey Design ◽  
Simple Random Sampling ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Target Setting ◽  
Head Teachers

The study examined the effect of performance appraisal practices on teachers’ job performance, and sought to investigate the effect of 1) target setting 2) performance monitoring and 3) employee feedback on teachers’ job performance. A cross-sectional survey design with a mixed-method approach was adopted. The target population of the study was composed of 211 respondents spread across four private universal secondary schools; 207 teachers and four head teachers; and a sample size of 189 respondents with 185 teachers and four head teachers selected using a simple random sampling approach coupled with a fish-bowl technique, while census inquiry was adopted to select head teachers. A self-designed closed-ended questionnaire was administered to collect data from teachers while an interview guide was adopted to collect data from head teachers. The CVI obtained for the instrument was .90 and a reliability index of 931 Cronbach alpha co-efficient. Data was analyzed using frequencies, percentages, and simple regression. Findings indicate that target setting (β = 0.375, p< 0.05), performance monitoring (β = 0.435, p< 0.05) and employee feedback (β = 0.375, p< 0.05) had very strong significant effect on teachers’ job performance. The study concludes that performance appraisal practices can significantly aid teachers’ job performance in private USE schools if well handled in terms of comprehensiveness, clarity and timeliness. It recommends that target setting should involve teachers and their individual differences be reflected; academic meetings should be held monthly and performance support should be extended to teachers; whilst feedback given to teachers ought to be timely, comprehensive and interactive.

scholarly journals Instructional Supervision Towards Teacher’s Quality of YIK Religious Secondary Schools in Kelantan, Malaysia

2020 ◽  
Vol 1 (1) ◽  
pp. 1-14
Author(s):  
Nasuha binti Haji Musa
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
Professional Training ◽  
Instructional Supervision ◽  
Quality Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Supervision Practices ◽  
Collective Development ◽  
Supervisory Practices

The Malaysian Education Blueprint (MEB) 2013-2025 emphasized on principals’ supervisory practices and teachers’ quality to enhance 21st-century international quality education. The lack of professional training for principals and the decline of teacher’s quality according to Yayasan Islam Kelantan (YIK) report (YIK, 2017) have affected the government’s aspirations. This problem requires a solution because the instructional supervision is a catalyst of teachers’ professional values and quality. Meanwhile, teachers’ quality is related to teaching professionalism practices, knowledge, understanding as well as teaching and learning skills. This study is essential for principals’ instructional supervision improvement and enhancing teachers’ quality. A quantitative, cross-sectional survey approach was adopted using a standardized three-section questionnaire comprising Section A: Respondents’ Personal and Professional Backgrounds, Section B: Instructional Supervision and Section C: Teachers’ Quality. The study sample comprised 360 teachers in YIK Religious Secondary Schools. A descriptive and inferential data analysis was generated using the Statistical Package for Social Science (SPSS) 20 Version. The improved quality among teachers was the result of holistic supervisory practices of principals namely, directive guidance, collective development, professional development, curriculum development and action research guidance. Thus, it is significant that principals understand the practical dimensions of supervision in order to improve teachers’ quality in YIK Religious Secondary Schools in Kelantan. It is recommended that YIK focuses on instructional supervision practices to produce quality teachers as the principals’ instructional supervision is highly potential catalysts for quality teachers.

scholarly journals ALTERNATIVE FINANCING MECHANISMS OF CHURCH-FOUNDED SECONDARY SCHOOLS IN UGANDA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Mathias Kiryowa ◽  
Anthony Mugagga Muwagga ◽  
Wyclif Scott Wafula
Keyword(s):  
Secondary Schools ◽  
Resource Scarcity ◽  
Cross Sectional Survey ◽  
Ongoing Debate ◽  
Cross Sectional ◽  
Head Teachers ◽  
Alumni Associations ◽  
Financing Gap ◽  
The Church ◽  
School Stakeholders

<p>Alternative financing mechanisms of church-founded secondary schools in Uganda geared towards mitigating the repercussions of financial resource scarcity in church-founded schools is an ongoing debate among denominational school stakeholders. This study analyzes the extent to which the schools are grappling with possible mechanisms to bridge their financing gap. The findings are a result of a cross sectional survey of what the various church-founded school stakeholders suggest to be the possible Alternative financing mechanisms of church-founded secondary schools in Uganda. It was concluded that most of the students, teachers, head teachers and education secretariat officials revealed that School-generated businesses such as school farms, alumni associations as well as soliciting for funding partners who share in the mission of the Church are the most appropriate Alternative financing mechanisms for Church Founded Schools in Uganda. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0954/a.php" alt="Hit counter" /></p>

Remuneration and Staff Retention in Private Secondary Schools in Mbale Municipality, Uganda

2020 ◽  
Vol 3 (1) ◽  
pp. 78-93
Author(s):  
Wambede Issa ◽  
Ssali Muhammadi Bisaso
Keyword(s):  
Secondary Schools ◽  
Survey Design ◽  
Fringe Benefits ◽  
Staff Retention ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Head Teachers ◽  
Qualitative Approaches ◽  
The Relationship ◽  
Monthly Salary

The study examined the relationship between remuneration and staff retention. Specifically, it sought to examine the relationship between monthly salary, allowances and staff fringe benefits and staff retention in private secondary schools in Mbale Municipality. A cross-sectional survey design was adopted with both quantitative and qualitative approaches. A target population of 400 and a sample size of 216 with 190 teachers, 13 head teachers and 13 school proprietors selected through stratified proportionate random sampling (teachers) and census inquiry (head teachers and school proprietors) techniques were used. Data was collected through a closed-ended questionnaire and interview guide and analysed using descriptive statistics in terms of frequencies and percentages and Pearson product-moment correlation analysis. Qualitative data was analysed through thematic and content analysis. The study revealed a strong positive significant relationship between monthly salary and staff retention (r = .540, n = 190, p < 0.05), allowances and staff retention (r = .579, n=190, p < 0.05) and staff fringe benefits and staff retention (r =.540, n=190, p < 0.05). All the three null hypotheses were rejected. It is being concluded that a strong perception of remuneration is directly related to staff retention as staff believe in being remunerated to work and after work. The study recommends that teachers’ salaries be paid timely, school authorities should develop a sound policy mechanism on allowances and they should cater for medical bills, and advocate for NSSF benefits and accommodation to improve on retention of their staff.

Perceived Influence of Principals’ Distributed Leadership Skills on Teachers Job Performance in Imo State Secondary Schools.

2019 ◽  
pp. 272-279
Author(s):  
njoku Mitchell U. ◽  
Amaechi Ngozi V. ◽  
Emerole Priscilla M.C.
Keyword(s):  
Secondary Schools ◽  
Job Performance ◽  
Distributed Leadership ◽  
Rating Scale ◽  
Leadership Skills ◽  
Positive Influence ◽  
Team Work ◽  
Good Communication ◽  
Imo State ◽  
Good Communication Skill

The study examined principals‟ distributed leadership skills and its influence on teachers‟ job performance in Imo State secondary schools. It was a descriptive survey. A sample size of 300 teachers was selected out of the total population of 6845 using stratified random sampling techniques. Instrument used data collection is a rating scale titled “Principals‟ Distributed Leadership Skill Scale” (PPLSS). A reliability coefficient value of 0.84 was determined using Cronbach Alpha technique. Mean scores and standard deviations were used to answer the research questions while Analysis of Variance (ANOVA) was used to test the null hypothesis at 0.05 level of significance. Findings of the study among others include; fairness, creativity, spirit of team work, intelligence, resourcefulness, good communication skill, consistency, reliability, interactiveness, discipline and task orientedness etc were essential features of distributed leadership skills. Also that these features had great positive influence on teachers‟ job performance. However, the researcher recommended among others, that principals of secondary schools in Imo State should adopt this new dimension of leadership and that the stake holders (Ministry of Education, Secondary Education Management Board, Supervisors and Inspectors of Education etc) should visit schools regularly to ascertain the extent of progress and its effects on achieving stipulated education goals.

scholarly journals School Inspection Practices - Evidence from Secondary Schools in Western Uganda

2020 ◽  
Vol 7 (1) ◽  
pp. 56
Author(s):  
Jerry Bagaya ◽  
Betty Akullu Ezati ◽  
Wycliffe Scot Wafula ◽  
Palle Damkjær Rasmussen
Keyword(s):  
Secondary Schools ◽  
Goodness Of Fit ◽  
Qualitative Content Analysis ◽  
After School ◽  
School Inspection ◽  
Goodness Of Fit Test ◽  
Chi Square ◽  
Effective School ◽  
Head Teachers ◽  
Western Uganda

The study examined inspection practices in secondary schools in Western Uganda. Towards achieving this objective, a Concurrent Triangulation Mixed Methods Design, involving questionnaire survey and interview, with a total of 399 participants in the categories of teachers, head teachers, school inspectors from 36 secondary schools in four districts of Western Uganda, was adopted. Quantitative data to test the resultant hypothesis were analysed using Chi Square Goodness of Fit Test while qualitative data were analysed using Qualitative Content Analysis. The study revealed that inspection practices in secondary schools were perceived as largely ineffective. The study concluded that despite the value attached to school inspection in the theoretical, political, and institutional and policy debates, inspectors continue to think and act according to the traditional notions of school inspection as evidenced by practices hinged on control. The major implication of the study is that understanding the practices before, during and after school inspection will allow policy makers, inspectors, teachers and headteachers to design better practices and benefit from them. The study also proposes a theoretical model for effective school inspection that requires further research and measurement to determine its validity so that lessons can be learnt that can assist inspectors in the future.

Challenges of Decentralization of Primary Education in Bukedea District

2019 ◽  
Vol 2 (1) ◽  
pp. 1-14
Author(s):  
Alphonse Horrai Alumu ◽  
Amina Hassan
Keyword(s):  
Financial Management ◽  
Primary Schools ◽  
Management Practices ◽  
Survey Design ◽  
Management Strategies ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Head Teachers ◽  
Supervision Practices ◽  
Analyse Data

The study was about decentralization challenges in Government Aided Primary Schools in Bukedea District. The objectives were; to identify the challenges of decentralized supervision practices and assess the challenges of decentralized financial management practices. The study used both qualitative and quantitative approaches and employed a descriptive cross-sectional survey design. A sample size of 329 respondents were selected out of a population of 781, these were 1 District Education Official, 4 District Inspectors of Schools, 248 School Management Committee Members and 76 head teachers. The study used a questionnaire, interview guide and documentary reviews to collect data. Descriptive statistics was to analyse data; and challenges of the decentralized supervision practices were found to include: inadequate supervision mechanisms, insufficient funding for supervision processes, inadequate formal training on effective supervision, inadequate linkage of supervision objectives to performance of teachers and limited numbers of supervisors. The decentralized financial challenges included: insufficient funds, delayed quarterly government release of funds, and lack of financial cost sharing practices. The study recommended that head teachers and district education supervisors need to adopt supervision practices that are fully linked to performance at both school and district level, and district education officials ought to roll out massive financial management strategies to help head teachers deal with such challenges.

scholarly journals Green Work-Life Balance and Greenwashing the Construct of Work-Life Balance: Myth and Reality

Energies ◽  
2021 ◽  
Vol 14 (15) ◽  
pp. 4556
Author(s):  
Anuradha Iddagoda ◽  
Eglantina Hysa ◽  
Helena Bulińska-Stangrecka ◽  
Otilia Manta
Keyword(s):  
Job Performance ◽  
Employee Engagement ◽  
Cross Sectional Study ◽  
Work Life ◽  
Work Life Balance ◽  
Cross Sectional ◽  
Life Balance ◽  
Theoretical Contribution ◽  
Green Human Resource Management ◽  
The Impact

Some of the frequently used buzz words in the corporate sector include green leadership, green human resource management, green employee engagement and green work-life balance. The intention of this article is to identify and examine the logical reasons that govern “green work-life balance” or, in simple terms, “greenwashing” work-life balance. The paper also aims at providing a comprehensive conceptualization of work-life balance, while thoroughly examining the components of measuring the construct. Based on a cross-sectional study in the banking industry with a sample of 170 managerial employees, this study analyzes the impact of work-life balance on employee job performance mediated by employee engagement. Results support the assumed relationship between work-life balance and employee job performance embedded in employee engagement. The theoretical contribution of this study concerns the application of role behavior theory to describe the mechanisms shaping the relationship between work-life balance and job performance through employee engagement. The practical implications of the paper include recommendations for improving job performance by enhancing the work-life balance and strengthening employee engagement.

scholarly journals Care and support for youth living with HIV/AIDS in secondary schools: perspectives of school stakeholders in western Uganda

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Emmanuel Kimera ◽  
Sofie Vindevogel ◽  
Didier Reynaert ◽  
Anne-Mie Engelen ◽  
Kintu Mugenyi Justice ◽  
...  
Keyword(s):  
Secondary Schools ◽  
Qualitative Inquiry ◽  
Resource Limited ◽  
Care And Support ◽  
Gradual Process ◽  
Youth Living With Hiv ◽  
Living With Hiv ◽  
Western Uganda ◽  
Hiv Aids ◽  
School Stakeholders

Abstract Background Although schools have been identified as significant settings in the response to the HIV/AIDS pandemic, limited research is available on how they can accommodate Youth Living with HIV/AIDS (YLWHA), especially in resource limited countries. In this study, we explored strategies by school stakeholders (school staff, parents/caretakers, and students) in western Uganda to care for and support YLWHA in their schools. Methods The article utilizes data collected between May and October, 2019 from a qualitative inquiry based on focus group discussions and interviews with 88 school stakeholders purposively selected from 3 secondary schools in western Uganda. Textual data was analyzed thematically involving both inductive and deductive coding. Results We identified 7 overarching interrelated themes in which participants reported strategies to care for and support YLWHA: counselling and guidance; social support networks and linkages; knowledge and skills; anti-stigma and anti-discrimination measures; disclosure of HIV status; treatment and management of HIV/AIDS; and affirmative actions for YLWHA. Stakeholders’ strategies often differed regarding what was considered appropriate, the approach and who to take lead in supporting YLWHA. Conclusions Despite the limited care and support strategies specific for YLWHA currently available in schools, our study points to optimism and high potential given stakeholders’ identified avenues for improvement. We posit that promoting HIV/AIDS-care and support in schools is a gradual process requiring each school to develop a strong knowledge base about HIV/AIDS and support needs of YLWHA, develop a coherent and school-wide approach, and collaborate extensively with external stakeholders who are significant in supporting YLWHA.

scholarly journals Dealing with Student Errors in Whole-Class Discussions of Biology Lessons at German Secondary Schools

2021 ◽  
Author(s):  
Lena von Kotzebue ◽  
Christian Förtsch ◽  
Sonja Förtsch ◽  
Birgit J. Neuhaus
Keyword(s):  
Student Achievement ◽  
Secondary Schools ◽  
Central Feature ◽  
Quality Teachers ◽  
Cross Sectional ◽  
Class Level ◽  
Biology Instruction ◽  
Student Errors ◽  
Cross Sectional Design ◽  
Positive Effect

AbstractDealing with student errors is a central feature of instructional quality. Teachers’ reactions to a student’s error and classmates’ errors can be crucial to the success of a lesson. A teacher should respond appropriately in terms of motivational and learning-related issues so that the error can become a learning opportunity for students. Currently, error situations have rarely been directly recorded and explored in empirical zstudies. This gap is the central focus of the current study in which we investigated errors in biology instruction within a cross-sectional design where biology lessons in German secondary schools were videotaped, teachers’ dealings with errors analyzed, and student achievement documented with pretests and posttests. The study found that constructively dealing with student errors had a significant positive effect on student achievement at the class level. Results confirmed the relevance of teachers’ appropriate dealing with student errors on learning in biology instruction.

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