International Journal of Educational Policy Research and Review
Vol.3 (1),6-13 March, 2016
Available online at https://www.journalissues.org/IJEPRR/
Article ID:/16/EPRR/07/08 pages
Author(s) agree that this article remain permanently open access under the terms of the Creative Commons Attribution License 4.0 International License.
Original Research Article
The interplay of school welfare provision and teacher performance: The case of Ugandan secondary schools
1Naluwemba Frances , 2*Sekiwu Denis and 1Okwenje Vincent
1Faculty of Education-Kyambogo University.
2Department of Postgraduate Studies in Education-Busitema University
*Corresponding Author Email: dsekiwu1(at)yahoo.co.uk
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 (r2=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.
Key words: School welfare, teacher performance, teacher motivation, teacher commitment, expectancy theory