Interplay of School Welfare Provision and Teacher Performance: The Case of Ugandan Secondary Schools

Autor/inn/en	Naluwemba, Frances; Sekiwu, Denis; Okwenje, Vicent
Titel	Interplay of School Welfare Provision and Teacher Performance: The Case of Ugandan Secondary Schools
Quelle	3 (2016) 1, S.6-13 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2360-7076
Schlagwörter	Foreign Countries; Secondary School Teachers; Mixed Methods Research; Questionnaires; Semi Structured Interviews; Teacher Attitudes; Administrator Attitudes; Principals; Teaching Conditions; Well Being; Documentation; Environmental Influences; Educational Environment; Teacher Salaries; Fringe Benefits; Scheduling; Correlation; Teacher Effectiveness; Teacher Competencies; Uganda + Suchen Sie Ihr Suchwort? Ausland; Fragebogen; Lehrerverhalten; Principal; Schulleiter; Lehrbedingungen; Unterrichtsbedingungen; Well-being; Wellness; Wohlbefinden; Dokumentation; Environmental influence; Umwelteinfluss; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerbesoldung; Lehrervergütung; Sozialabgaben; Disposition; Korrelation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrkunst
Abstract	This 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 (r[superscript 2] = 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. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01