TEACHER PROFESSIONALISM AND STUDENT ACHIEVEMENTS IN GOVERNMENT AIDED SECONDARY SCHOOLS IN NAPAK DISTRICT, UGANDA

Abstract

This study assessed the influence of teacher professionalism on student achievement in Government-Aided Secondary Schools in Napak District. The objectives were to investigate the effects of teachers' conduct, commitment, and attitudes on student achievement. A sample of 80 respondents, including 3 headteachers, 19 heads of departments, 24 class teachers, and 54 teachers, was selected using stratified random sampling. Data were collected through questionnaires and analyzed using descriptive statistics, linear, and multiple regression analyses. The study found that teachers' conduct significantly affected student achievement, with an R-square value of 0.340, β = .583, and p-value = 0.000, teachers commitment with an R-square value of .640, , β = .532, and p value = 0.031, and It also revealed that teachers' attitudes toward work significantly predicted student achievement, with an R-square value of 0.657, β = .452, and p-value = 0.075. The study concluded that teachers' conduct, commitment, and work attitudes had a significant positive effect on student achievement. Recommendations include: head teachers should promote teachers' professional conduct through workshops on interpersonal skills, classroom management, and ethical conduct. They should also foster accountability by setting clear expectations and observing classroom interactions. Additionally, head teachers are advised to encourage a culture of commitment by organizing training sessions on the importance of teacher dedication and its impact on student outcomes. Providing adequate support, resources, and regular feedback will ensure teachers‘ commitment. Lastly, fostering a positive work environment, with recognition and professional development opportunities, is essential for improving teachers' attitudes and, consequently, student achievement.