Browsing by Author "ALLEN ACAM"

Now showing 1 - 1 of 1
  • No Thumbnail Available
    Item
    HUMAN RESOURCE MANAGEMENT PRACTICES AND TEACHERS’ COMMITMENT IN HARD-TO-REACH AREAS IN UGANDA:A CASE OF ABIM DISTRICT, KARAMOJA SUB-REGION
    (2024) ALLEN ACAM
    This study investigated human resource management practices and teachers’ commitment in hard-to-reach areas in Uganda, focusing on Abim District, Karamoja Sub-Region. The objectives of the study were: to examine the performance management practices aimed at improving teacher commitment to work in primary schools in Abim District; to examine how staff maintenance practices affect teacher commitment in primary schools in Abim District; to explore the effect of performance rewards on teacher commitment in primary schools in Abim District; and to establish how teacher professional development influences teacher commitment in primary schools in Abim District. The study adopted a descriptive research design with a quantitative approach, and data was collected using questionnaires and analyzed using the Statistical Package for Social Scientists (SPSS) version 26. A sample size of 53 respondents was used. Analysis of Variance (ANOVA) was conducted for each objective, revealing the following: For Objective One, performance management practices were found to have a significant impact on teacher commitment, F(1.51) = 3.289, p = .076, indicating significance at p > .005. For Objective Two, staff maintenance practices had a highly significant effect, F(14.743) = 14.743, p = .000, indicating strong significance. For Objective Three, teacher professional development also showed a significant influence, F(20.417) = 20.417, p = .000. These findings suggest that teacher commitment was primarily driven by professional development (R² = .286 or 28.6%), followed by staff maintenance (R² = .224 or 22.4%), and to a lesser extent, performance management practices (R² = .061 or 6.1%).The study concluded that teacher commitment in Abim District is significantly influenced by professional development, staff maintenance, and performance management practices in that order. Based on the findings, it is recommended that performance management practices be implemented in alignment with change management theories to enhance teacher commitment. Furthermore, staff maintenance practices should be encouraged among head teachers and education stakeholders as they play a critical role in fostering teacher commitment.