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Joseph Mulumba Jaggwe's Final MAKERERE UNIVERSITY MAKERERE UNIVERSITY BUSINESS SCHOOL TEACHER COMPETENCE, PSYCHOLOGICAL CAPITAL, ORGANISATIONAL CITIZENSHIP BEHAVIOUR, WORK-LIFE BALANCE AND TEACHER ENGAGEMENT JOSEPH MULUMBA JAGGWE (Hon. BGC) REGESTRATION NUMBER: 2010/HD10/2873U A DISSERTATION SUBMITTED TO MAKERERE UNIVERSITY BUSINESS SCHOOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE AS WARD OF THE DEGREE OF MASTER OF HUMAN RESOURCE MANAGEMENT OF MAKERERE UNIVERSITY. PLAN A June 2014 i DECLARATION I, Mulumba Joseph Jaggwe, do declare that the work presented in this dissertation is my original work. It has never been presented to any other University or institution of higher learning for the award of any academic qualification. Signature: …………………………………. Date: …………………………………… MULUMBA JOSEPH JAGGWE STUDENT ii APPROVAL This is to certify that this dissertation has been submitted in partial fulfillment of the requirements of the award of a Master‘s of Human Resource Management with our approval as University supervisors. Signature: ………………………………………… Date: …………………………………….. Professor John. C. Munene Makerere University Business School Signature: …………………………………………… Date: ……………………………………. Dr. James Kagaari. Makerere University Business School iii DEDICATION I would like to dedicate this piece of work to my grandmother Mrs. Muyingo Christine Nansamba, my daughter Nassuna Kimberly Junilla Kirabo. You gave me the reason to study, inspired me to work hard, and encouraged me never to give up. Thank you May God bless you abundantly. iv ACKNOWLEDGEMENTS I wish to express my gratitude and appreciation to Professor John. C. Munene and Dr. James Kagaari my supervisors for helping me to assemble this piece of work in a systematic way, and for their professional guidance, encouragement, commitment, support, tireless effort and assistance rendered to me whenever need arose. I would also wish to acknowledge my indebtedness to my family, mother Ms. Nansubuga Elizabeth, Halima Kicoco and all my siblings and cousins, for the financial, moral and spiritual support given to me during my studies and putting this piece of work together. So much is owed to the people who inspired me to study this course, the staff and friends at Africa Humanitarian Action Kyaka 11 Refugee Settlement, and the various people I interviewed in written, for the time they spared to assist me with invaluable information and materials valuable to my studies. Last but not least are my lectures at Makerere University Business School and the staff at the Graduate Research Centre, Bugoolobi, for having made my studies and stay there impeccable. v TABLE OF CONTENT DECLARATION…………………………………………………………………………………..I APPROVAL……………………………………………………………………………………....II DEDICATION…………………………………………………………………………………...III ACKNOWLEDGEMENTS……………………………………………………………………...IV TABLE OF CONTENT…………………………………………………………………………..V LIST OF TABLES………………………………………………………………………………..X LIST OF FIGURES……………………………………………………………………………...XI LIST OF ACRONYMS…………………………………………………………………………XII ABSTRACT……………………………………………………………………………………XIII CHAPTER ONE………………………………………………………………………………......1 Introduction………………………………………………………………………………………..1 Background of the study…………………………………………………………………………..1 Statement of the Problem………………………………………………………………………….4 Purpose Of The Study……………………………………………………………………………..4 Research Objectives….……………………………………………………………………………4 Research Questions………………………………………………………………………………..5 vi Conceptual Scope of the Study……………………………………………………………………5 Significance of the Study………………………………………………………………………….6 Conceptual Framework……………………………………………………………………………7 Teacher Profile…………………………………………………………………………………….8 CHAPTER TWO………………………………………………………………………………...16 Literature Review………………………………………………………………………………...16 Introduction………………………………………………………………………………………16 Teacher Competences……………………………………………………………………………16 Psychological Capital…………………………………………………………………………….17 Work-Life Balance……………………………………………………………………………….19 Organizational Citizenship Behavior…………………………………………………………….21 Teacher Engagement……………………………………………………………………………..23 Relationship between Teacher Competences and Organizational Citizenship Behaviour………24 Relationship between Psychological Capital and Organisational Citizenship Behavior………...28 The Relationship between OCB and Teacher Engagement……………………………………...31 The Relationship between Work-Life Balance and Teacher Engagement………………………33 Relationship between Psychological Capital and Work Life Balance…………………………...35 vii Relationship between teacher competences and work life balance……………………………...39 CHAPTER THREE……………………………………………………………………………...40 Methodology……………………………………………………………………………………..40 Introduction ……………………………………………………………………………………...40 Study design……………………………………………………………………………………...40 Target Population………………………………………………………………………………...40 Sampling Size and Design……………………………………………………………………….41 Instruments……………………………………………………………………………………….41 Data management and analysis…………………………………………………………………..41 Measurement of variables………………………………………………………………………..42 Procedure of data collection……………………………………………………………………...43 Validity…………………………………………………………………………………………..43 Reliability………………………………………………………………………………………...44 Ethical considerations……………………………………………………………………………44 CHAPTER FOUR………………………………………………………………………………..46 Presentation and Analysis of Findings…………………………………………………………...46 Introduction………………………………………………………………………………………46 viii Demographic information………………………………………………………………………..46 Bivariate correlation……………………………………………………………………………...54 Relationship between teacher competences and organisational citizenship behavior…………...55 Relationship between psychological capital and organisational citizenship behavior…………..55 Relationship between work life balance and teacher engagement……………………………….55 Regression analysis………………………………………………………………………………55 CHAPTER FIVE………………………………………………………………………………...60 Discussion of findings, Conclusion, and Recommendations…………………………………….60 Introduction………………………………………………………………………………………60 Examining the relationship between Psychological Capital and Organisational Citizenship Behaviour………………………………………………………………………………………...60 Relationship between teacher competences and organisational citizenship behavior…………...62 Relationship between work life balance and teacher engagement……………………………….64 Conclusion……………………………………………………………………………………….65 Recommendations………………………………………………………………………………..65 Limitations of the study………………………………………………………………………….68 Areas for further research………………………………………………………………………..69 ix References………………………………………………………………………………………..71 Appendix 1……………………………………………………………………………………….83 Appendix 2……………………………………………………………………………………….94 Appendix 3……………………………………………………………………………………...101 x LIST OF TABLES Table 1: Analysis showing the reliability of the instruments Table 2: Name of the school Table 3: School age Table 4: Grade of the school Table 5: Ownership of the schools where the respondents work Table 6: Status of the school Table 7: School gender Table 8: School location Table 9: School population Table 10: Number of teachers in a school Table 11: Founders Table 12: Qualification of the respondent Table 13: Age of the respondents Table 14: Sex of the respondents Table 15: Marital status of the respondents Table 16: Duration in service Table 17: Bivariate correlation Table 18: Hierarchical Regression Model Table 19: Multiple regression analysis xi LIST OF FIGURES Figure 1: a conceptual frame work showing the relationship between teacher competences, psychological capital, organisational citizenship behaviour, work-life balance and teacher engagement. xii LIST OF ACRONYMS P.T.A: Parents Teachers Association. Psycap: Psychological Capital H.R: Human Resource I.E.: That Is To Say E.G.: For Example O.C.B: Organizational Citizenship Behavior UNEB: Uganda National Examination Board MoE and Sports: Ministry of Education and Sports xiii ABSTRACT The purpose of the study was to establish the relationship between teacher Competences, psychological capital, Organisational Citizenship Behaviour, Work-Life Balance and Teacher Engagement in a few selected Secondary Schools in Former Kabarole District. A cross sectional survey design was adopted and data collected through the use of both quantitative and qualitative techniques. The researcher used the convenience random sampling design, and questionnaires were distributed to a representative sample of 264 respondents. The Bivariate correlation results revealed a positively significant relationship between teacher competences and Organisational citizenship behaviour(R=.42, P ≤ .01), psychological capital and organisational citizenship behaviour (R=.40, P ≤ .01), and work-life balance and teacher engagement (R=.25, P ≤ .01). The ‘adjusted R square’ results from the multiple regression analysis showed an 8% explanation of teacher engagement. The most predictor of teacher engagement is work-life balance with a Beta= .272, t= 4.375, sig= .000, psychological capital and organisational citizenship behavior respectively. The F=5.689, P= .000 values indicate that these variables are statistically significant predictors of Teacher Engagement. The research therefore recommended that Management in secondary schools should endeavour to put in place flexible work arrangement to enable teachers strike a balance between their work and non work lives. School managements should also equip and support teachers with the necessary skills and competences that enable them to be psychologically competent, and nurture O.C.B and other aspects that foster teacher engagement. xiv Schools (both primary and secondary), vocational and higher
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