A cross-sectional study on the influence of career development on teachers’ performance in selected public secondary schools in Kakumiro District.
DOI:
https://doi.org/10.51168/svr8vs05Keywords:
Career development, Teacher performance, Public Secondary Schools, Kakumiro DistrictAbstract
Background
Career development has increasingly been recognized as a key driver of teacher motivation and instructional effectiveness, yet disparities in access to training, mentorship, and promotion opportunities persist. This study examined the influence of career development on teachers’ performance in selected public secondary schools in Kakumiro.
Methodology
A descriptive cross-section and correlational research design were employed, and data were collected from teachers using structured questionnaires and key informant interviews. Descriptive statistics summarized demographic characteristics and mean ratings, while Pearson correlation and regression analyses assessed the relationship and predictive effect of career development on teacher performance.
Results
Most respondents were male (69%), aged 32–42 years (52.7%), married (66.7%), and degree-holders (69.8%), with a mix of teaching experience. Results revealed generally positive perceptions of career development opportunities, with mean scores ranging from 3.12 to 3.96. Teacher performance was rated highly across preparation, instructional resource access, assessment practices, and administrative support, with mean scores between 3.58 and 4.05. Correlation analysis established a strong positive relationship between career development and teacher performance (r = 0.712, p < 0.01). Regression results showed that career development significantly predicted teacher performance (β = 0.286, p < 0.001), and the overall model explained 79.1% of the variance in performance.
Conclusion
Career development is positively linked to teacher performance in the sampled public secondary schools, indicating that professional growth opportunities can play a meaningful role in enhancing instructional quality and outcomes.
Recommendation
Districts should allocate dedicated resources for ongoing professional development, including time for collaborative learning, access to high-quality training, and incentives for participation, so that development opportunities translate into sustained improvements in classroom practice and student outcomes.
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Copyright (c) 2025 Annet Nanvubu, Dr. Fawz Mulumba, Edmand Bakashaba (Author)
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