Performance Management Practices and Teachers’ Performance in Selected Universal Secondary Education Schools in Serere District, Uganda.
DOI:
https://doi.org/10.51168/v51jq629Keywords:
Performance management, teacher performance, performance planning, Universal Secondary Education, Serere DistrictAbstract
Background.
Effective performance management is central to strengthening teacher productivity and improving learning outcomes in secondary schools. This study examines the relationship between performance management practices and teachers’ performance in selected Universal Secondary Education (USE) schools in Serere District, Uganda.
Methodology.
The study employed a correlational research design to establish the relationship between the two study variables. Data was collected from 136 teachers. Statistical analyses, including descriptive and inferential analyses, were adopted in the study. Descriptive analysis involved the use of frequencies, means, and standard deviations. Inferential analysis involved Pearson’s correlation to examine the relationship between the study variables and the independent sample t-test and one-way ANOVA to compare the means of the respondents in light of teachers’ performance.
Results.
Most respondents were male (59.6%), aged between 30 and 39 years (61%), degree holders (61%), and had 7–10 years of teaching experience (58.8%). Teachers exhibited generally high performance, with an overall mean of 4.1. High levels of agreement were reported regarding curriculum mastery, use of learner-centered methods, lesson preparation, and assessment. Performance planning was strongly practiced, with teachers developing individual performance plans aligned with school goals (Mean = 4.33; r = .297, p < .05), showing a significant positive relationship with performance. Performance monitoring was also positively associated with teachers’ performance (r = .184, p < .05). However, performance evaluation showed no statistically significant relationship with teachers’ performance (r = .163, p = .058), largely due to inconsistencies in timely feedback and implementation of review recommendations.
Conclusion.
While performance planning and monitoring significantly enhance teacher performance, performance evaluation processes require strengthening.
Recommendation.
Schools should improve the consistency, timeliness, and follow-up of evaluation feedback and ensure full implementation of review recommendations.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Yusuf Lumago, Dr. Muhamad Ssendagi (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
SJ-Education publishes under the Attribution-Noncommercial-NoDerivatives 4.0 international (CCBY-NC-ND 4.0) license which allows you to Share, Copy, and redistribute the materials in any medium or format. The licensor cannot revoke these freedoms as long as you follow the license terms; 1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. 2. Non-commercial: You may not use the material for commercial purposes. Commercial use is one primarily intended for commercial advantage or monetary compensation. 3. No Derivatives: if you remix, transform, or build upon the material, you may not distribute the modified material. 4. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
