EFFECTIVENESS OF HUMAN RESOURCE MANAGEMENT PRACTICES ON TEACHER MOTIVATION IN BUTALEJA DISTRICT GOVERNMENT-AIDED SECONDARY SCHOOLS

Abstract

This study explores the impact of Human Resource Management (HRM) practices, particularly performance management, on teacher motivation in government-aided secondary schools in Butaleja District, Uganda. The objectives of the study were to analyse the effectiveness of performance planning, performance monitoring and performance appraisal on teacher motivation in secondary schools in Butaleja District. An initial examination of relevant literature indicated a scarcity of research on the impact of performance management strategies on teacher motivation especially in rural secondary schools in Uganda. Using a mixed-methods approach, the research integrates both quantitative and qualitative data collection techniques. A sample of 13 school administrators and 196teachers from 13 secondary schools were selected through simple random and systematic sampling methods. Data collection involved self-administered questionnaires and semi-structured interviews. The quantitative data were analyzed using SPSS ver. 20 software, applying descriptive statistics, such as frequencies, percentages, and means, along with correlational analysis and regression models to examine the relationships between HRM practices and teacher motivation. The qualitative data were analyzed thematically to identify recurring themes and insights. The findings revealed that performance planning, monitoring, and appraisal significantly influence teacher motivation, which in turn affects their job satisfaction and classroom performance. The study concludes that while HRM practices positively impact teacher motivation, challenges such as resource constraints and insufficient support need to be addressed for greater effectiveness. It also highlights the importance of intrinsic motivators, such as professional development opportunities and a supportive work environment. The study recommends that educational leaders focus on fostering intrinsic motivation, implement consistent performance monitoring systems, and restructure performance appraisal processes to prioritize developmental feedback. Additionally, non-monetary forms of recognition should be emphasized, and schools should advocate for increased resource allocation to enhance teaching and learning conditions.