PERFORMANCE MANAGEMENT AND TEACHERS’ EFFECTIVENESS IN GOVERNMENT AIDED PRIMARY SCHOOLS IN KAPCHORWA DISTRICT

Abstract

This study investigated the perceived relationship between performance management and teacher effectiveness in primary schools in Kapchorwa District, Uganda. The research focused on three elements of performance management—goal setting, feedback, and regular checks—and how they relate to teacher effectiveness. Specifically, the study aimed to analyze the role of goal setting, examine the effect of feedback, and assess the influence of regular checks on teacher performance. A descriptive research design was employed, integrating both quantitative and qualitative approaches. Data were collected from 33 respondents drawn from a population of 35 education stakeholders, including district education officers, center coordinating tutors, headteachers, and teachers. Questionnaires were used for data collection, and statistical analysis was conducted using SPSS. The results indicated that goal setting had no statistically significant effect on teacher effectiveness (p = .852 > 0.05), with a very weak correlation (R = 0.08). Feedback equally showed no significant relationship with teacher effectiveness (p = .507), suggesting that existing feedback mechanisms may not be influencing classroom practices meaningfully. In addition, regular checks were found to account for only 3.3% of the variance in teacher effectiveness (R² = 0.033), pointing to a limited predictive contribution of this performance management element. Overall, the findings imply that the performance management practices currently applied in Kapchorwa primary schools have a weak influence on teacher effectiveness. The study concludes that although performance management is conceptually central to improving teacher performance, its practical effect in the district is minimal, likely due to contextual or implementation-related challenges. It is recommended that education administrators strengthen the design and delivery of performance appraisal practices by offering more targeted professional development and repositioning appraisal as a tool for growth and instructional support rather than for mere accountability or control.