Browsing by Author "UGANDA CHRISTIAN UNIVERSITY"

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    ASSESSING THE INFLUENCE OF ADMINISTRATIVE DEMANDS ON TEACHER PERFORMANCE: A CASE OF SECONDARY EDUCATION IN KYENGERA TOWN COUNCIL, WAKISO DISTRICT
    (Uganda Christian University, 2025-09-04) UGANDA CHRISTIAN UNIVERSITY
    ABSTRACT The study aimed at assessing the influence of administrative demands on teacher performance in secondary education in Kyengera Town Council, Wakiso District. The obejectives included: to determine the relationship between planning as an administrative demand and teacher performance in secondary education, to examine the influence of staffing as an administrative demand on teacher performance in secondary education, and to determine the effect of directing (supervision) as an administrative demand on teacher performance in secondary education. This study was a cross-sectional research design. The use of the two approaches was based on the principle of triangulation. The study population included; Head teachers (3), deputy head teacher (6), Directors of studies (3), Assistant Directors of Studies (3) and teachers (70), totaling participants. All these were purposively and simple randomly selected. The results revealed that planning as an administrative demand has a positive significant effect on teacher performance in secondary education in Kyengera Town Council (.686**). This implies that where there is planning as an administrative demand, the performance of teachers in secondary schools tend to be high and satisfactory. In the regression, it was also predicted that 24.5% variation in teacher performance is explained by changes in planning as an administrative demand. This shows that any changes in planning as an administrative demand would lead to 24.5% chance change in the teacher performance. The results also revealed that staffing as an administrative has a positive significant effect on teacher performance in secondary education in Kyengera Town Council (.342**). This implies that in that situation, in secondary schools, staffing demands planning, involves professional development of staff, and accountability for supervision. It is also noted that staffing involves appraisal of all the staff, and calls for assess employee performance. The regression findings predict that 30.4% variation in teacher performance is explained by changes in staffing as an administrative. This shows that any changes in staffing as an administrative would lead to 30.4% chance change in teacher performance were squarely addressed. The results finally revealed that there is a positive significant relationship between directing (supervision) as an administrative demand and teacher performance in secondary education in Kyengera Town Council (.589**). This clearly implies that where there is directing (supervision) as an administrative demand, giving progress reports to Foundation Body is done on time, giving progress reports to the Board of Governors is regular, school discipline is well maintained, and scheduling duty is fairly done in secondary schools. From the regression analysis, it was also predicted that 31.3% variation in teacher performance is explained by directing (supervision) as an administrative demand. This shows that any changes in directing (supervision) as an administrative demand would lead to 31.3% chance change in teacher performance in this area. The study concluded that staffing as an administrative demand and directing (supervision) as an administrative demand had the highest significant positive relationship on the teacher performance in selected secondary schools. The study recommends that school leaders need to develop a school strategic plan that clearly streamline school objectives in collaboration with teachers’ responsibilities to be achieved within school premises, and areas of further research were suggested.