Browsing by Author "ONGODIA CHARLES PETER"

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    HEAD TEACHERS’ PERFORMANCE MANAGEMENT PRACTICES AND TEACHER EFFECTIVENESS IN GOVERNMENT-AIDED PRIMARY SCHOOLS IN NGORA DISTRICT
    (Uganda Christian University, 2025-09-26) ONGODIA CHARLES PETER
    The study was set to examine the Head teachers’ performance management practices and teacher effectiveness in government primary schools in Ngora district. The study was guided by three specific objectives, namely: to assess the relationship between support supervision and teachers’ effectiveness, to examine the relationship between performance appraisals and teachers’ effectiveness, and to analyze the relationship between career development and teachers’ effectiveness in government-aided primary schools of Ngora district. The study used a correctional design. The study population consisted (277) teachers, from which a sample size of 147 was determined. The simple random sampling was used to select the participants. The data collection instrument was a questionnaire. Data was analyzed using descriptive statistics and Pearson Correlation analysis. The study results showed that support supervision has strong significant relationship with teacher effectiveness (r = 0.690, p = 0.000), performance appraisals have a moderate significant relationship with teacher effectiveness (r = 0.531, p = 0.000), career development initiatives have a moderate significant relationship with teacher effectiveness (r = 0.512, p = 0.000) in government-aided primary schools in Ngora district. The study concludes that effective support supervision, systematic and equitable administration of performance appraisals, and career development initiatives such as professional growth opportunities, training programs, and career advancement initiatives significantly affect teachers' effectiveness in various dimensions, including content knowledge, personal conduct, pedagogical practices, and classroom management. The study recommends that the Ministry should develop and promote a comprehensive professional development framework that aligns support supervision with teachers’ individual professional needs, and head teachers should work with teachers to set development goals based on the feedback received and monitor progress throughout the year.