Relationship between physical working conditions of teachers and performance of teachers in selected government-aided primary schools in Lira City East Division. A cross-sectional study.
DOI:
https://doi.org/10.51168/1bwv7543Keywords:
Physical working conditions, Performance of teachers, Selected government-aided primary schools, Lira City East DivisionAbstract
Background
Globally, teacher performance has been a focal point in educational reforms aimed at enhancing student outcomes. The study aims to establish the relationship between the physical working conditions of teachers and the performance of teachers in selected government-aided primary schools in Lira City East Division.
Methodology
A cross-sectional descriptive study was used, employing both quantitative and qualitative approaches to provide statistical generalizability and in-depth insight. Data were collected using closed-ended questionnaires and semi-structured interview guides. Quantitative data were analysed using statistical methods, including Pearson correlation and regression; qualitative data were thematically analysed.
Results
Regarding marital status, 75% were married, 16% were single, 7% were separated, and 2% were widowed. The highest-rated performance indicator was "I am confident in delivering lessons" with a mean score of 4.873 (SD = 0.532), indicating that a majority of teachers perceive themselves as highly confident in their instructional delivery. Similarly, strong mean scores were recorded for "I use formative assessment" (M = 4.253), "I effectively use summative assessment" (M = 4.232), "I use appropriate instructional strategies" (M = 4.211), "I can plan lessons effectively" (M = 4.272), "I update my schemes of work timely" (M = 4.035). The findings show a strong positive correlation between teachers’ training and performance (Pearson r = 0.778, p = .000). Training has a positive influence on teacher performance. The standardised Beta value (0.554) indicates that a one-unit increase in teacher training is associated with a 0.554 unit increase in performance, holding other variables constant.
Conclusion
Investing in well-designed, regular, and subject-specific teacher training programs is essential for enhancing teacher performance in Lira City East Division.
Recommendations
The government should link Continuous Professional Development participation to promotion, recognition, or small rewards (certificates, stipends) to motivate teachers to engage in training consistently.
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Copyright (c) 2025 Sarah Aol, Evelyn Hope Kyokunda (Author)
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