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Motivation and Performance of Government-Aided Primary School Teachers in Kyampisi Sub-County, Mukono District, Uganda

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Motivation and Performance of Government-Aided Primary School Teachers in Kyampisi Sub-County, Mukono District, Uganda Education Julius Nyerere Kawemba Motivation and Performance of Government-Aided Primary School Teachers in Kyampisi Sub-County, Mukono District, Uganda Master's Thesis Bibliographic information published by the German National Library: The German National Library lists this publication in the National Bibliography; detailed bibliographic data are available on the Internet at http://dnb.dnb.de . This book is copyright material and must not be copied, reproduced, transferred, distributed, leased, licensed or publicly performed or used in any way except as specifically permitted in writing by the publishers, as allowed under the terms and conditions under which it was purchased or as strictly permitted by applicable copyright law. Any unauthorized distribution or use of this text may be a direct infringement of the author s and publisher s rights and those responsible may be liable in law accordingly. Imprint: Copyright © 2010 GRIN Verlag, Open Publishing GmbH ISBN: 9783668489448 This book at GRIN: http://www.grin.com/en/e-book/367424/motivation-and-performance-of-govern- ment-aided-primary-school-teachers Julius Nyerere Kawemba Motivation and Performance of Government-Aided Primary School Teachers in Kyampisi Sub-County, Mukono District, Uganda GRIN Publishing GRIN - Your knowledge has value Since its foundation in 1998, GRIN has specialized in publishing academic texts by students, college teachers and other academics as e-book and printed book. The website www.grin.com is an ideal platform for presenting term papers, final papers, scientific essays, dissertations and specialist books. Visit us on the internet: http://www.grin.com/ http://www.facebook.com/grincom http://www.twitter.com/grin_com Motivation and Performance of Government-Aided Primary School Teachers in Kyampisi Sub-County, Mukono District Julius Nyerere Kawemba B. A. Educ. (Geo. /Hist.) (Mak.) Dissertation Submitted to the Graduate School in Partial Fulfillment of the Requirements for Award of the Degree of Masters of Arts in Educational Management of Makerere University, Kampala, Uganda October 2010 2 Contents Contents ...................................................................................................................................... 2 Chapter One: Introduction .......................................................................................................... 3 Chapter Two: Literature Review .............................................................................................. 12 Chapter Three: Methodology ................................................................................................... 33 Chapter Four: Data Presentation, Analysis and Interpretation ................................................. 39 Chapter Five: Discussion, Conclusions and Recommendations .............................................. 67 List of References ..................................................................................................................... 76 Appendices ............................................................................................................................... 88 3 Chapter One: Introduction Introduction There seems to be controversy as to what really motivates employees (teachers). In the researcher’s own observation, different employees tend to have preference for different motivational factors and therefore perceive them as being motivational to their performance. This is because we all differ in our interests and understanding and therefore react differently on different aspects. While one employee may prefer being offered a car, another will prefer recognition, promotion and appreciation instead. Thus making it difficult to understand what really motivates employees to perform well. This Chapter therefore presents the background, problem statement, purpose, specific objectives, research questions, hypotheses, scope and significance of the study. Background This background is broken into four perspectives, namely; historical, theoretical, conceptual and contextual; Historical perspective The aspect of job performance has been of great concern to many scholars. Indeed, several previous researchers have had interest in job performance in different contexts. For example, Sewava (2002) looked at task environment, burnout, psychological contract and teacher performance in Uganda using Kampala District as the case study and came to the finding that there was a positive co-relation between work environment and teacher performance in Uganda. Ssenabulya (2007) looked at management of appraisal practices and 4 performance of teachers in primary schools in Kampala District and empirically found out that there was a positive relationship between teachers’ performance and the management of appraisal practices. Ndagire (2000) studied organizational justice, psychological contract, organization commitment and work performance in Uganda Revenue Authority and found that there was a positive relationship between organizational justice and job performance. Nampa (2007) was interested in supervision and teachers’ performance in Catholic founded secondary schools in Luwero District and came to the finding that teachers’ performance was positively related to the supervision practices. Yet Kisembo (1995) related impediments to effective performance of teachers’ in selected secondary schools in Kabalole District, Uganda and established that the working environment was one of the major impediments to teachers’ performance. Kasekende (2000) researched on organizational fit and the performance of Dairy Corporation, Uganda and came to the finding that job performance and organizational fit were positively co-related. Ntulume (1998) looked at training programs and workers’ performance using Uganda Post and Telecommunications Cooperation (UPTC) as his geographical scope, and came to the finding that training of workers had a positive correlation to their performance. Kiwanuka (1991) assessed the effect of entrepreneurship behavior on the performance of small food processing firms in Kampala and established that there was a positive relationship between entrepreneurship behavior and performance of small food processing firms. Mperiwe (2007) assessed management of instructional materials and performance of teachers’ in primary schools in Kampala District and found that there was a positive relationship between teachers’ performance and management of instructional materials in Kampala primary schools. Mucweezi (1999) looked at the effects of recruitment and selection practices on performance of selected family owned business in Kampala and found that the way employees are recruited and selected has a positive influence on employee job 5 performance. Ddungu (2002) related accommodation facilities and job performance of primary school teachers’ in Rakai District and established that when teachers are provided good accommodation, they develop high interest in their work and hence resulting in better performance. Babuhai (1991) assessed on the factors affecting the performance of investment promoting agencies using Uganda Investment Authority as the geographical scope and to the finding that motivation is one the major factors that positively affect performance. Okwir (2006) looked at the contribution of motivation practices and performance of secondary school teachers’ in Lango sub-region and empirically found that without motivation, teachers cannot work effectively and efficiently. Kamukama (2001) looked at the effects of pricing based on absorption costing technique on financial performance of Uganda Railways Corporation. Mumbe (1995) related leadership styles with primary school teachers’ performance in Busia District and came to the finding that the type leadership style practiced in any school, had positive influence on workers performance. Kamwine (2004) looked at management of appraisal scheme and teachers’ performance in government aided secondary schools in Kampala District and found that there is a positive relationship between employee performance and management of appraisal schemes. Similarly, Busingye (2006) assessed appraisal systems and teachers’ performance using Nagongera National Teachers’ College as her geographical scope and this correlated to Kamwine’s findings. Mashereka (2007) looked at motivation practices and teachers’ performance in Kabale urban secondary schools and came to finding that teaches performance in Kabale is positively correlated to motivational practices. Mujuni (2006) researched on salary and employees motivation to work using Rakai District Local Council and found that when employees are paid on time, they are motivated to perform effectively. Kisitu (2004) assessed school management training and the performance of primary school head teachers in Kampala 6 District. Kisitu came to the finding that when head teachers go for further studies, this improves on their performance. Toto (2003) researched on the patterns of motivation and performance levels of teachers in selected secondary school in Uganda. Nalugya (1999) looked at factors affecting performance of Makerere medical extension services. Emojong (2004) studied in service training programs and their effect on the performance of staff at the Uganda Revenue Authority (URA). Alaki (2007) looked at the effects of the work environment on the performance of pupils’ health institution using Mulago Hospital as the area of study. However, none of those studies was on performance of government-aided primary school teachers’ in
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