Employee Management Strategy and Teachers Performance in Government Secondary Schools in Kasanda District

Abstract

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.