Master of Human Resource Management in Education

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https://hdl.handle.net/20.500.11951/808

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    Quality of Work Life and Teacher Performance in Selected Private Secondary Schools in Nama Sub County Mukono District
    (Uganda Christian University, 2023-09-18) Shafique Nsubuga
    The study was conducted to explore the influence of quality of work life on teacher performance in selected private secondary schools in Nama Sub County- Mukono district. The study objectives included: to establish the determinants of quality of work life in selected private secondary schools in Nama Sub County, to establish the relationship between the quality of work life and teacher commitment in selected private secondary schools in Nama Sub County, and to establish the moderating effect of quality of work life on teacher turnover in selected private secondary schools in Nama Sub County. The research employed a cross-sectional survey design. Both quantitative and qualitative approaches were used. The study population comprised of 5 head teachers, 5 deputy head-teachers, 5 directors of schools, 2 District Inspectors of School, and 69 teachers. The questionnaires and interview guide were used in data collection. Data was analyzed quantitatively and qualitatively. From the field study, it was revealed that job security or security at work, balanced compensation; safe and healthy working conditions; adequate salary to all teachers; proper communication as well as team work; and career development in form of continuous professional development for teachers; these are the major determinants of quality of work life in selected private secondary schools in Nama Sub County. It also revealed that there was a positive significant relationship between the quality of work life and teacher commitment in selected private secondary schools in Nama Sub County (r=0.686, p=0.000) with a regression R2 of .471. This implies that any changes in quality of work life would lead to 47.1% chance change in the teacher job commitment. These results depict that the quality of work life is significantly related with improved teachers’ commitment (β1 =0.686, p<0.01). The study further noted that the presence of physical facilities such as teachers’ houses encourages their punctuality at work; benefits such as salary enhance teacher job commitment, and teamwork among teaching staff enhance students’ academic outcome in private secondary schools. The study further revealed that there is a positive significant relationship between quality of work life and teacher turnover in selected private secondary schools (r=0.342, p=0.002) and regression R2 of .117. This implies that in situations where there is teachers’ quality of work, job satisfaction is observed thus decreasing their intentions to leave the school; and compensation and fringe benefits arouse teachers’ interest to the extent of retaining them in school. Basing on the above, it is concluded that quality of work life moderately influence teacher performance in selected private secondary schools in Nama Sub County. The study recommended that private secondary schools should have a policy on teachers’ motivation. There is need for a streamlined policy on teaches renumeration to improve on the quality of work life; and areas of further research were suggested.
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    An Assessment of the Contribution of Teachers’ Union on Collective Bargaining for Teachers in Selected Public Secondary Schools in Uganda: A Case Study of Arua District
    (Uganda Christian University, 2023-09-19) Nelson Abaku
    This study was carried out in selected public secondary schools in Arua District. The study is about an assessment of the contribution of teachers’ union on collective bargaining for teachers in selected public secondary schools in Uganda. The specific objectives included; to establish what teachers’ unions collectively bargain for on behalf of members (teachers), to identify the perceived factors influencing collective bargaining process for teachers, and to find out the broad strengths and weaknesses of conducting collective bargaining for teachers. The study adopted a case study research design. Quantitative and qualitative research approaches were also used. The study population comprised directors, head-teachers, UNATU representatives from the district, and district UNATU members (teachers) from selected secondary schools; totaling to 66 respondents. Data was collected using questionnaires, interview guide and focus group discussions, and was quantitatively and qualitatively analyzed. The study findings revealed that demand for salary increment and other benefits, against poor working conditions, grievance procedures (government’s failure to sign), demand for the provision of health and safety among teachers, fair compensation, and employee security; these are the major areas/activities teachers’ unions collectively bargain for on behalf of members (teachers) in Arua District. The study also revealed that the Constitution of Uganda and the Labour Unions Act, collective bargaining procedures and protocols followed by parties involved; the methods and approaches used; attitude of members of teachers’ union and entire management; and political influence; these are the major perceived factors influencing collective bargaining process for teachers in Arua District. The study further revealed that teachers’ union in Arua district tend to counter-balance the monopoly power of employers and seek high wages, better working conditions and a fairer share of the school’s profile; salary increment, legally represent teachers on their behalf, prevents teachers from going on strikes; and promoted teachers’ discipline. These are the major broad strengths and weaknesses of teachers’ union conducting collective bargaining for teachers in Arua District. Basing on the above study findings, it was concluded that teachers’ union has a great influence on collective bargaining for teachers in selected public secondary schools in Arua District. The study recommends that political will is of paramount importance. Politicians and other stakeholders should be willing to support teachers’ union and its goals across in Arua district and Uganda at-large; and areas of further research were suggested.
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    Transfer of Headteachers and Teachers Performance in Government Aided-Secondary Schools in Hoima District
    (Uganda Christian University, 2024) Challote Mbabazi
    This study was set out to examine the transfer of headteachers and its effect on teachers’ performance in government aided- secondary schools in Hoima district, Uganda. The study was guided by the following objectives; to establish the effect of head teachers’ voluntary transfers on teachers’ performance’, to assess the effect of routine transfers of head teachers on teachers’ performance and to establish the effect of involuntary transfers of head teacher on teachers’ performance government aided secondary schools in Hoima district. The researcher used both qualitative and quantitative research methods with a cross sectional survey design. the study population was 238 respondents from which a sample size of 147 was obtained. These included head teachers, and teachers. The Questionnaires, and interview guides were used as data collection instruments. Research findings indicated that Involuntary head teachers’ transfers had a great influence on teachers’ performance, followed by Routine transfer of head teachers. However, voluntary transfers of head teachers had the least effect on teachers’ performance. The study concluded that involuntary and routine head teacher transfers had a significant influence on teachers’ performance in government aided secondary schools in Hoima district. The study recommended that the Head teachers should start being team players instead of being managers through involving all the staff in the day today activities as this will enhance the improvement of their organizational skills. Furthermore, the MOES should transfer head teachers when it deems it necessary and that school boards should recommend for the transfer of heads of schools whenever they feel it is in the interest of the school. However, forced transfers should not be used as a strategy to head teacher discipline management but school management committees should find alternative means to deal with cases of indiscipline.
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    Employee Management Strategy and Teachers Performance in Government Secondary Schools in Kasanda District
    (Uganda Christian University, 2024-05-24) Babirye Juliet Nansubuga
    Employee management is an organization’s most vital and valuable and important asset. There is indication that employee management strategy is the most important school variable influencing the performance of teachers. The purpose of the study is to establish the relationship between employee management strategy and teachers’ performance in government secondary schools in Kasanda District. Objectives of the study included; to evaluate the relationship between professional development and syllabi completion in selected government secondary schools, to establish the effect of employee collaboration on lesson delivery in selected government secondary schools, and to assess the effect of employee planning on student academic engagement in selected government secondary schools. This study being a mixed research method, it employed a cross-sectional survey design. The study population included; (5) head teachers, (5) deputy head-teachers, (2) District Inspectors of School, District Education Officer (1), director of studies (5), and (74) teachers. These were purposively and simple randomly selected. The questionnaires and interview guide were used to get primary data, which was analyzed quantitatively and qualitatively. The study findings revealed that skills acquired from professional development encourage teachers to teach the required content in time; teachers gain more experience through training to effectively handle the subject content confidently; and there is high syllabus completion courtesy of various workshops intended to retool teachers, as well as teachers gain more confidence in content delivery with more knowledge gained from refresher trainings. Therefore, there is moderately week positive (r=.686**) relationship between professional development and teachers’ performance in government secondary schools in Kasanda district. Thus, professional development accounts for 24.5% variation in the teachers’ performance in secondary schools. The study also revealed that teachers gain new teaching skills from collaborating with colleagues; teacher spend time in organized teacher meetings discussing/addressing teaching practices; discussing and addressing curricular issues, and collaborate with colleagues to share academic views and ideas on effective lesson delivery. There was a moderate positive (r=0.342**) relationship between employee collaboration and lesson delivery in selected government secondary schools in Kasanda district. Further, employee collaboration accounts for 30.4% variation in the teachers’ performance in secondary schools. The study further revealed that preparation for employee roles within the school influence the overall learning environment and student academic engagement; communication among employees about planning contributes to creating a supportive and stimulating learning environment for students; and employees' proactive efforts in planning for student-centered activities contribute to fostering a sense of belonging. Therefore, there was a moderate positive (r=.589**) relationship between employee planning and student academic engagement in selected government secondary schools in Kasanda district. Thus, employee planning accounts for 31.3% variation in the teachers’ performance in secondary schools. Basing on the above findings, it is concluded that there is relationship between employee management strategy and teachers’ performance in government secondary schools in Kasanda District. The study recommended that there is need for refresher courses to the school stakeholders and leaders so as to equip them with new employee management skills required at work places for effective workload coverage and enhanced effective teaching; and further areas of study were proposed.