CAREER DEVELOPMENT AND TEACHER PERFORMANCE IN PUBLIC PRIMARY

SCHOOLS IN SIRONKO DISTRICT

CASE STUDY OF BUTEZA SUB COUNTY

BY

RONALD SIMIYU MACHIMBO

SEPTEMBER 2016
 TABLE OF CONTENTS
Content Pages

TABLE OF CONTENTS..................................................................................................................................... ii
LIST OF TABLES .............................................................................................................................................. v
LIST OF FIGURES .......................................................................................................................................... vii
LIST OF ABBREVIATIONS/ACRONYMS ........................................................................................................ viii
ABSTRACT..................................................................................................................................................... ix
CHAPTER ONE ............................................................................................................................................... 1
INTRODUCTION ............................................................................................................................................. 1
1.0 Introduction ........................................................................................................................................ 1
1.1 Background ......................................................................................................................................... 1
1.1.1 Historical perspective................................................................................................................... 2
1.1.2 Conceptual perspective ............................................................................................................... 5
1.1.3 Theoretical perspective................................................................................................................ 6
1.1.4 Contextual perspective ................................................................................................................ 7
1.2 Problem Statement ............................................................................................................................. 8
1.3 General Objective ............................................................................................................................... 9
1.4 Specific objectives ............................................................................................................................... 9
1.5 Research Questions .......................................................................................................................... 10
1.6 Scope of the study ............................................................................................................................ 10
1.6.1 Geographical scope .................................................................................................................... 10
1.6.2 Content scope ............................................................................................................................ 10
1.6.3 Time scope ................................................................................................................................. 10
1.6 Conceptual framework ..................................................................................................................... 11
1.7 Justification of the study ................................................................................................................... 12
1.8 Significance of the study ................................................................................................................... 13
CHAPTER TWO ............................................................................................................................................ 15
LITERATURE REVIEW ................................................................................................................................... 15
2.1 Introduction ...................................................................................................................................... 15
2.2 Training and teacher Performance. ................................................................................................. 15

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 2.4 Mentoring and teacher performance ............................................................................................... 21
2.5 Coaching and teacher performance ................................................................................................. 25
2.6 Causes of poor performance. ........................................................................................................... 28
CHAPTER THREE .......................................................................................................................................... 31
METHODOLOGY .......................................................................................................................................... 31
3.1 Introduction ...................................................................................................................................... 31
3.2 Research design ................................................................................................................................ 31
3.3 Study Population ............................................................................................................................... 31
3.4 Sample size........................................................................................................................................ 32
3.5 Sampling techniques ......................................................................................................................... 32
3.6 Data Collection Methods .................................................................................................................. 33
3.6.1 A Self-administered questionnaire ............................................................................................ 33
3.6.2Key informant Interview ............................................................................................................. 33
3.7 Data Processing and analysis ............................................................................................................ 34
3.8 Instrument Reliability and Validity .............................................................................................. 34
3.8.1 Reliability............................................................................................................................. 34
3.8.2 Validity ...................................................................................................................................... 35
CHAPTER FOUR ........................................................................................................................................... 36
PRESENTATION AND ANALYSIS OF THE FINDINGS...................................................................................... 36
4.1 Introduction ...................................................................................................................................... 36
4.2 Demographic Features of the respondents ...................................................................................... 36
4.3: Effect of training on Teacher performance in primary schools. ...................................................... 39
4.4: Mentoring and teacher performance .............................................................................................. 41
4.5: Coaching and teacher performance ................................................................................................ 43
4.6: Performance .................................................................................................................................... 47
4.7: Intervening Variables ....................................................................................................................... 51
4.8: Correlations...................................................................................................................................... 54
4.9: Multiple regression analysis ............................................................................................................ 56
CHAPTER FIVE ............................................................................................................................................. 59
INTERPRETATION AND DISCUSSION OF THE FINDINGS. ............................................................................. 59
5.1 Introduction ...................................................................................................................................... 59

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 5.2 Summary of Findings................................................................................................................... 59
5.2.1: Effect of training on Teacher performance in primary schools. ............................................... 59
5.2.2: Mentoring and teacher performance ....................................................................................... 60
5.2.3 Coaching and teacher performance........................................................................................... 61
CHAPTER SIX................................................................................................................................................ 64
CONCLUSION AND RECOMMENDATIONS................................................................................................... 64
6.1 Introduction ...................................................................................................................................... 64
6.2 Conclusion ................................................................................................................................... 64
6.2 Recommendations ...................................................................................................................... 65
6.2.1 Training on Performance ........................................................................................................... 65
6.2.2 Mentoring on Performance ...................................................................................................... 65
6.2.3 Coaching and performance. ....................................................................................................... 66
6.3 Suggested Areas for Further Research....................................................................................... 66
Reference .................................................................................................................................................... 68
APPENDICES ................................................................................................................................................ 72
Appendix I: Questionnaire ...................................................................................................................... 72
APPENDIX II:Interview Guide .................................................................................................................. 75
APPENDIX III: TABLE FOR DETERMINING SAMPLE SIZE FROM A GIVEN POPULATION .......................... 76

iv
 LIST OF TABLES

Table 1: Sample size ................................................................................................................................... 32

Table 2: Age of the Respondents ................................................................... Error! Bookmark not defined.
Table 3: Sex Of the respondent ..................................................................... Error! Bookmark not defined.
Table 4: Level of Education ............................................................................ Error! Bookmark not defined.
Table 5: Teaching experience ................................................................... Error! Bookmark not defined.
Table 6: There are staff training programmes ........................................ Error! Bookmark not defined.
Table 7:Teachers have undertaken training ........................................... Error! Bookmark not defined.
Table 8: Staff have training challenges.................................................... Error! Bookmark not defined.
Table 9: Training can be taken by any teacher ...................................... Error! Bookmark not defined.
Table 10: Teachers are given sponsorship in training........................... Error! Bookmark not defined.
Table 11: Correlation between Training and performance ................................................................ 54
Table 12: Teachers are allowed to teach different classes ............................................................... 42
Table 13: There is room to teach any Subject ..................................................................................... 42
Table 14: Teachers are given opportunities to take on other administrative responsibilities ....... 42
Table 15: The head teacher shows me how activities are done in school. ..................................... 43
Table 16: There is rotation among teachers in heading different departments .............................. 43
Table 17: Correlation between Mentoring and performance. ............................................................ 55
Table 18: Explanation of terms are carried out routinely ................................................................... 44
Table 19: Explanation of conditions are carried out............................................................................ 45
Table 20: Coaching covers all aspects of communication ................................................................. 45
Table 21: Duties of various Teachers are outlined ............................................................................. 45
Table 22: Roles of Teachers are clearly explained............................................................................ 46
Table 23: Coaching is carefully planned by the head teacher .......................................................... 46
Table 24: Evaluation is carried out always ........................................................................................... 46
Table 25: Correlation between Performance and coaching ................. Error! Bookmark not defined.
Table 26: I plan for my lessons appropriately in advance................................................................. 48
Table 27: I Involve director of studies in planning for my lessons .................................................... 48
Table 28: I do remedial lessons on my own ......................................................................................... 49
Table 29: Due to limited times, at times the schools administration orders teachers to do
remedial classes ....................................................................................................................................... 49
Table 30: During teaching, I offer career guidance to pupils ............................................................. 49
Table 31: I offer counselling to students ............................................................................................... 50
Table 32: I offer counselling to students who have family problems as regards to studies.......... 50
Table 33: Teachers complete syllabus within the required time ....................................................... 50
Table 34: I give tests to Pupils ............................................................................................................... 51
Table 35: I mark exams of pupils ........................................................................................................... 51
Table 36: Intervening Variables ............................................................................................................. 51

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Table 37: Correlation between intervening variables and Performance.......................................... 55
Table 38: Model Summary ...................................................................................................................... 56
Table 39: Coefficientsa ........................................................................................................................... 57
Table 40: Excluded Variablesb ............................................................................................................... 57

vi
 LIST OF FIGURES

Figure 1: Conceptual framework ................................................................................................................ 11

vii
 LIST OF ABBREVIATIONS/ACRONYMS

PTA Parents-Teachers Association

SMC School Management Committee

SPSS Statistical Package for Social Scientists

viii
 ABSTRACT

Despite the several interventions to improve the quality of Education in Uganda through
provision of school facilities like construction of classrooms, improving teacher’s salaries,
provision of instruction materials, among other challenging upheavals, Teacher performance still
remains wanting, the study therefore was set out to determine the input of career development to
the performance of teachers in Public primary schools, it was directed by the following
objectives; i) To examine the effect of training on Teacher performance in primary schools in
Buteza Sub county in Sironko District. ii) To examine the effect of coaching on teacher
performance in primary schools in Buteza Sub county in Sironko District. Iii) To examine the
effect of mentoring on teacher performance in primary schools in Buteza Sub county in Sironko
District..
A cross sectional survey design was applied in the study and it ensured the collection of
information from a cross - section of respondents in all departments in selected schools.
The results shows that all the variables under study (Training, Mentoring and Coaching) have a
positive impact on the performance of teachers, this was after running a correlation where
training and performance had 0.970, Mentoring 0.933 and Coaching also 0.923. this showed that
of the three variables, its training that has got the highest correlation with performance.
However, on running a stepwise regression to find the existent of these relationships, it was
found out that its only training that has got a significant change on performance. This was
attributed to do its probable effective way of being conducted compared to other variables.
Basing on summary of findings and conclusions, concerning career development and
performance in Buteza sub county, Sironko District, the study recommended that; the school
management and district education official should encourage teachers to take on career
development programs. District education officials should inform teachers in case there are any
available sponsorship training programs, since training is the most effective way of improving
performance. School heads should set clear programs on mentoring to ensure that it becomes
successful. This will have to involve experienced teachers in mentoring the unexperienced ones
and not the other way round and finally, From the regression results above, it was found out that
coaching though it has a positive impact on performance, it was not effective in ensuring that
good performance is realized in schools, therefore, schools administration should put all
conditions in place and ensure that the coach is a person with the capacity to deliver right
information the coachee thereby ensuring that the information recipient are receiving what can
help them improve performance.

ix
 CHAPTER ONE

INTRODUCTION

1.0 Introduction

The study was set to investigate the effect of career development programs in primary schools in

Sironko district on teacher performance. This chapter provides insight into the background to the

study, problem statement, objectives of the study, research questions, significant of the study,

Conceptual framework and justification.

1.1 Background

Organizations have survived in the pursuit of both performance and development through the

huge investment into human capital which is critical to the survival of the production process in

the organizations. (Emojong, 2004). Whether educational or corporate settings, it is with array

that such production processes are supported by a well streamlined and purpose driven human

labor which is willing and determined to challenge its self to the maximum to meet set

challenges. (Emojong, 2004). In the general view, organizations should have interest in igniting

this fire through different strategies such known to the management world as motivation,

retention and development. Among these are: remuneration, compensation, incentives and career

development/training program. The career development process begins with the establishing of

performance standards, and these standards are usually articulated in such a phrase as “A full

days work”. Fletcher (1994) asserts that, the expectations a manager has in terms of work

performance by his or her subordinates must be clear enough so as to clearly communicate them

to his/ her subordinates. Under this section, the historical, Theoretical, conceptual and contextual

1
perspectives are introduced with respect to teacher career development as having an effect on

teacher performance.

1.1.1 Historical perspective

Tendencies to invest in high performance have been over the years limited by the consistency of

organizations in approaching employee evaluation from a socialist perspective. Over the years,

teacher performance in higher institutions and primary schools in general, has been affected by

the neglect of work, less individual initiative and low morale to teach that has been attributed to

the inferiority complex attached to poor performance of teaching faculty (Mullins, 2002).

Organizations in the past had focused on the employee-based training from a general perspective

where departments were required to present their performance reports highlighting the progress

of that department rather than the individual, whereas departmental supervision took place, the

specific focus on individual performance-rate was not as crucial as in the recent years. In the

general perspective, organizations today have developed sporadic performance training schemes

to strategically improve individual performance, perhaps one would imagine this is so due to

organizational competition, time-based performance and the service and product competition and

as such, the need to excel in performance has been emphasized than ever before and thus

organizations require the best out of their employees (Obanya P., 1995)

Obanya P. (1995) notes that, teachers in Africa had virtues, were disciplined and exhibited

exemplary behaviour. Since teacher training was selective and rigorous, persons who had gone

through teacher training institutions were themselves tough. With the spread of conventional

types of primary schools, teacher-training institutions ceased to attract the more able students and

in some cases the curricula were watered down. The caliber of teachers changed, in a negative

2
direction, and so did their status and societal respect for the profession. During the post-colonial

period, more schools were built, literacy campaigns increased, but education in Africa has not

progressed evidenced by decline in teaching standards hence the need for improvement. The

need for improvement also affects teachers. (Obanya, 1995). To achieve this, teachers must be

equipped with knowledge and skills.

EPR. (2006) shows that since 1963, education policy in Uganda was mainly guided by the Castle

Commission report up to the inception of the 1992 Government White Paper. From

independence, Uganda had a steadily developing economy and education sector for at least a

decade preceding the onset of nearly two decades of civil unrest. Between 1971/2-1975/6, the

Government Educational Plan was almost not implemented due to manpower vacuum created by

expulsion of expatriate teachers and fleeing of local teachers. EPR. (2006) goes ahead to note

that between the early 1980s and 1990s, emphasis on educational policy was largely on a general

recovery and rehabilitation of educational facilities and manpower to restore functional capacity.

The few remaining teachers who did not flee the country during repression were underpaid,

under trained and demoralized. Many facilities in training institutions were damaged by warfare

and vandalism.

Mwesigwa A, (2010) notes that education institutions in Uganda are categorized as Government

founded institutions, Government grant-aided education institutions, private institutions that

include profit and nonprofit making. In all these categories of schools, Government is mandated

to ensure that there are qualified teachers and compliance to the laws and regulations that govern

the Education system. All the schools employ teachers who have completed their pre-service

training at certificate, diploma or graduate level.

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Teachers professional training in Uganda is largely imparted during pre-service training in

training institutions for two years at diploma level and three years at degree level specialized in a

given subject area. In-service training programs are rare. In some schools teacher evaluation is a

once and for all affair, as there is no on-job development like systematic in-service training

closely related to the needs of teachers, professional support and continued professional growth.

Teachers begin teaching with unlimited energy and optimism but as the years progress, their

attitudes and perceptions change. (Mwesigwa A. 2010)

Teachers therefore need to be developed as they practice as Guskeys (1989) observes that staff

development is a purposeful endeavor specifically designed to ―alter the professional practices,

beliefs and understanding of school persons towards an articulated end. And that end is the

improvement of student learning (Guskey 1989). In other words, training is a systematic attempt

in this case to bring about change in classroom teachers practices, attitudes and beliefs plus

student learning outcomes.

Teachers who possess a certificate in education can undertake further training to acquire a

diploma or a degree and this is referred to as upgrading. In-services training is training given to

licensed teacher (someone teaching without basic qualifications to teach) on payroll. Therefore,

according to this interpretation, there are no licensed teachers and no in-service training for

primary school teachers in Government aided schools but part time/ weekend/recess training.

According to Public Service training policy the objective of staff development in public service

is to develop a sense of service to the public among public officers and foster a sense of team

spirit and cooperation. As per Ministry of Public service Standing orders chap 1 J-a3 1991,

Government pursues a policy of ensuring that staff development is provided in a systematic

4
manner for all levels of staff through training programmes based on identified needs. According

to Chapter 4 of Standing Orders 1991 training of teachers follows procedures spelt out in chapter

1 section J and should attend induction and at least one performance improvement/skills

enhancement course in every three years. However, this is not done as stipulated and in some

cases training is occasional.

Good performing schools have motivated their employees in one way or another through duty

assignments on rotational basis, empowerment and training others have not done any of the

above. When employees are trained and developed, they feel you value them as part of the

organization and in return to investment in training, they improve their commitment leading to

improved performance at times. Despite early investigations into this phenomenon, Career

development has not been given the attention it deserves hence the need for this research

especially as regards Buteza Sub county in Sironko District.

1.1.2 Conceptual perspective

Career is defined as a role which is undertaken throughout one’s life, this includes education,

training, paid and unpaid work, family, volunteer work, leisure activities and more. Development

on the other hand is defined by business dictionary (2015) as the systematic use of scientific and

technical knowledge to meet specific objectives or requirements. They further define it as the

process of economic and social transformation that is based on complex cultural and

environmental factors and their interactions.

Career development is defined by Wikipedia (2016) as the lifelong process of managing

learning, work, leisure and transitions in order to move toward a personally determined and

evolving preferred future. In defining career development, Career development associations of

5
Australia(2014), argues that people’s work related needs and preferences evolve and change

continuously throughout life. At the same time the world of work is continuously evolving and

adapting to economic, political and social changes. Career development acknowledges the

complexity of people’s lives and the uncertainty of the world of work; it focuses on enabling

people to develop the skills to manage these challenges, make good decisions about their

working lives and maximize their contribution to the communities in which they live and work.

Performance is defined by Business dictionary (2015) as the accomplishment of a given task

measured against preset known standards of accuracy, completeness, cost and speed. In a

contract, performance is deemed to be the fulfillment of an obligation, in a manner that releases

the performer from all liabilities under the contract.

Career development may lead to changes in work behavior which subsequently leads to changes

in performance.

1.1.3 Theoretical perspective

The theoretical understanding of the employee career development program digs deeper than

record auditing. There are several theories that explain employee career development program,

for example expectancy theory of motivation, interactionism, phenomenology, and critical theory

however this study will focus on Vroom’s expectancy theory of Motivation. Vroom’s (1964)

expectancy theory of motivation proposes that behavior results from conscious choices among

alternatives whose purpose is to maximize pleasure and minimize pain. Vroom’s theory suggests

that the individual (employee) will consider outcomes associated with various levels of

performance and choose to pursue the level that generates the greatest reward for him or her.

6
Under the expectancy component of the theory, a person’s belief about whether or not a

particular job performance is attainable depends highly on the ability of the organization to

develop a training program based on merit and transparent enough to be trusted by the

employees. An employee will be motivated to try a task if she/he believes that it can be done.

Following the instrumentality component, an employee who believes that a high level of

performance will be instrumental for the acquisition of outcomes which may be gratifying will

place a high value on performing well. The valence component refers to the emotional

orientations employees hold with respect to outcomes (rewards) and development (promotions).

Performance is therefore a vital component of the expectancy theory as it is concerned with the

linkage between effort - performance and rewards. In essence of this study, Vroom’s (1964)

expectancy theory underscores the importance of (in terms of career development) focusing not

only on one element of evaluation but also a combination of elements that best evaluate an

individual. Indeed, the expectancy theory propounds the focus on valance, expectation and

instrumentality where all those elements may be captured in designing an effective evaluation

rather than assuming that the “money” element is the intended expectation (in terms of the

teacher/employee) and reward (in terms of the Administration) as an end for the career

development.

1.1.4 Contextual perspective

Sironko District with substantial support from the central government capacity building grant,

NGOs, CBOs and few private service providers has put considerable effort to raise the capacities

of its staff through training in the following forms; Professional/ long-term training ranging from

Certificate, diploma to bachelors and masters degree level, short courses including induction and

7
skill enhancement through workshops and seminars. (Mwesigwa A. 2010) However, Primary

school teachers have not benefitted from the capacity building grant that has only been put to use

for health cadres and traditional staff. The emerging gap is that authorities in Sironko district

devout little time and resources to train their staff which contribute to poor performance in these

schools as reflected in National examination results. There is no study however, that has been

carried out with intention of establishing the effect of teachers training and performance in

Sironko District, which inspired the researcher into this study.

1.2 Problem Statement

Despite the several interventions to improve the quality of Education in Uganda through

provision of school facilities like construction of classrooms, improving teacher’s salaries,

provision of instruction materials, among other challenging upheavals, Teacher performance still

persists.(Huntington et ’al 2010 ), Though Education and training in Uganda is supported and

governed by the Constitution 1995, Education Act 2008 and other related Acts of Parliament,

including University and Other Tertiary Institutions Act 2001 and Charters for universities. The

government has endeavored to address the challenges facing the education sector through

commissions, committees and taskforces. Unlike other professions in Uganda civil service, the

teaching profession has not had defined career path and this has had a lot of implications for

conditions of service, performance and personnel development. Teachers in active service are

expected to grow continuously through upgrading, refresher courses, induction, ethical and moral

training, workshops, seminars and or research. (Mwesigwa, 2010)

There are several institutions of learning that offer career development programs to teachers and

several teachers have been enrolling to receive training with the aim of improving their teaching

8
methods there by leading to better performance in schools. The government on her part has

increased teachers’ salaries, motivated them with allowances, paid them in advance but still

performance is yet to improve as pupils in Sironko still lags behind when it comes to National

exams for example PLE 2015. Previous studies like Mwesigwa A, (2010), Namuddu J., (2010)

have looked at motivation, leadership styles, government policy and qualification of teachers

which have not provided tangible solutions to poor performance in the district especially Buteza

Sub county. Career development has not been considered and therefore this study sought to

establish the effects of career development on the performance of teachers.

1.3 General Objective

The purpose of this study was to establish the effect of career development on Teacher

performance in primary schools in Buteza Sub county in Sironko District.

1.4 Specific objectives

The study was guided by the following objectives;

i. To examine the effect of training on Teacher performance in primary schools in Buteza

Sub county in Sironko District.

ii. To examine the effect of coaching on teacher performance in primary schools in Buteza

Sub county in Sironko District.

iii. To examine the effect of mentoring on teacher performance in primary schools in Buteza

Sub county in Sironko District.

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1.5 Research Questions

i. What is the effect of training on Teacher performance in primary schools in Buteza Sub

county in Sironko District?

ii. How does coaching affect teachers’ performance in primary schools in Buteza Sub

county in Sironko District?

iii. How does mentoring affect teachers’ Performance in primary schools in Buteza Sub

county in Sironko District?

1.6 Scope of the study

1.6.1 Geographical scope – The study was done in Buteza Sub county, Sironko District in

Eastern Uganda. This provided the necessary requirements for the study due to its

diversification in teaching profession as it contains both teachers who go for career development

in nearby institutions like UCU, Mukuju and Nyondo.

1.6.2 Content scope - The study focused on establishing the effect of career development on the

performance of teachers in Primary schools in Sironko District. This is because whereas

government has put in efforts in improving teachers’ salaries and motivating them through

allowances, little has been done to establish the effect of career development on teachers’

performance in primary schools in Buteza Sub-county., therefore the study aimed at covering the

gap.

1.6.3 Time scope - The study was limited to the period since 1995 up to 2014. This is the time

when the Constitution was promulgated and other regulations including but not limited to

training policy, Service Commission guidelines and Education Act, were made. Therefore, this

period is long enough to provide all the required information for the study.
10
1.6 Conceptual framework

This is a conceptual model of the relationships among Independent variables and dependent

variables that have been identified as important in the study.

Dependent Variables

Teacher Performance
Independent Variables
• Time management
Career Development • Remedial lessons
• Guidance and counseling
• Training • Proper Schemes
• Coaching • Lesson planning
• Mentoring

Intervening variables

• Attitude
• Communication
• Infrastructural challenges
• conflict with work roles
• Inadequate funding
• Lack of monitoring and
evaluation
• Teacher qualification
• Motivation

Figure 1: Conceptual framework

Source: (Adapted from Arnstein, 1969; IAP2, 2007, and modified by the researcher)

11
The model shows the relationship between career development and teacher performance. The

independent variable is career development which includes; training, Coaching and Mentoring

while the dependent variable is the performance which includes; Time management, remedial

lessons, guidance and counselling, proper scheming, lesson plans and discipline. The relationship

indicates that the higher the level at which teachers go for career development, the higher will be

the performance. and the lower the level of career development, the lower the levels of

performance. When teachers are taken for career development programs, they are coached while

at school and they are mentored in teaching certain subjects, their teaching methods is expected

to be better which will include; better time management, carrying out remedial lessons,

providing guidance and counselling to pupils, proper schemes, having well laid out lesson plans

and improved discipline this in the short run is expected to improve on the performance of pupils

in class.

It should be noted that depending on how the critical stakeholders are involved in training,

exploiting the intervening variables which includes attitude, communication, infrastructural

challenges, teacher qualification and motivation will bring about better performance, however if

not considered, then performance may not improve.

1.7 Justification of the study

Whereas the government has done a lot in trying to improve the performance of teachers through

salary increments, motivating them through PTA allowances, follow up to ensure that teachers

are teaching, not much is known about career development. The researcher’s interest is, to have a

clear picture and deeper understanding of career development and its contribution to

performance. This study particularly is important to Sironko District scale up their work in

12
partnership with government to explore ways of enhancing career development so as to improve

on performance.

1.8 Significance of the study

If completed, the study findings will be helpful to the following:

i. School management in handling information in the primary sector of education to

streamline and improve career development procedures, policy formulation and

implementation, to appeal for support and lobbying by various stakeholders to empower

teachers in numerous undertakings that affect their performance.

ii. Students to benefit because if teachers get skills for bridging the performance gaps, they

will be readily available to assist them in both academic and personal matters, which

increases students‘ performance and the teachers benefit from improvements in the

management of training because they may readily participate in decision-making.

iii. Civil society building knowledge programs can benefit from the pool of management

knowledge and research to analyze the problems and identify practical solutions for

performance improvement among the teachers Union for problem solving and

organizational development that can be achieved through empowerment of teachers,

lobbying and support in decision-making processes.

iv. Useful to academicians by providing a basis of conducting further research and

contributing to the body of knowledge. The findings of the study may create awareness

among the stakeholders and enables them to understand the merits and shortcomings of

the inadequacies in the prevailing policies in respect to teachers training so that they can

provide necessary assistance.

13
v. The findings will help the Government and Non-governmental organizations, and

individuals who work for the promotion of appropriate policies can address the problem

basing their solutions on vivid, concrete and correct facts about the plight of secondary

school teachers.

vi. In short, I hope the study findings create more understanding and awareness to the

researcher and all people about the training of teachers in Government Aided Primary

Schools.

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 CHAPTER TWO

LITERATURE REVIEW

2.1 Introduction

This Chapter presents the review of the related studies done on career development and teacher

performance. The review has been done objective by objective.

2.2 Training and teacher Performance.

Training of employees at all levels within an organisation is a vital component in maintaining the

competitiveness in an international arena (Maund 2001).In reference to the training of teachers

this is important in respect to competition among the schools reflected through the performance

of pupils in national exams. Success of students depends upon how effectively teachers have

developed their skills and knowledge and the efficacy of how both can be synergized within the

school.

It is said that training in public service had been used as a means of rewarding and sanctioning

some civil servants. A report to Ministry of Public service by Crown Agents (1998) on Human

Resource training in public service, noted that it is not uncommon for civil servant to be given a

chance to go for training as a reward for being loyal to their superiors especially if training

involves going abroad or has financial benefit to the trainee. Such training may be irrelevant to

the officer or organization. In some instances, other officers perceived as uncooperative by their

superiors are forced to go for training as a punishment in order to keep them off. Relevance and

impact of such forced training cannot be of much help to the organization as it does not often

resolve conflicts at workplace but tends to aggravate them.

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The study findings by MISR (October 2000) revealed that, efforts to raise human resource

capacities of existing staff by central government and donor communities were in form of short

term courses and seminars usually tailored to the needs and interests of the funding agency rather

than those of Local Governments’. This indicates that donors continue to be the major and

almost the only reliable source of funding for most capacity building initiatives.

Training as argued by Barker leads to change in social skills and improves the goals of the

organisation by improving relationships between people so that there is less misunderstanding

and fruitless fighting and better communication, trust and respect for others, pro action and

initiation,awareness of self and others feelings, sense of self confidence and self responsibility

and reduces self defeating behaviors (Barker 1980).Performance after training should be reliable,

faster, less stressful resistant to decline, few accidents, less sensitive to heavy workload and

fatigue, working environment being favorable.

Different forms of training impact on performance differently. Long-term courses for teachers

through upgrading improve qualifications hence need for promotion and if this is not realized as

it is in most cases, teachers are demoralized and their performance reduces. Short term tailor

made courses like refresher courses broaden and improve performance in specific areas.

Unfortunately, training programs have not been very successful in some cases in bringing

improvement and change. This is in agreement with what Corey stressed that while there was a

growing need for continuing professional development among school teachers, it was also

apparent that much of what goes for in service training programmes is uninspiring and

ineffective a decade later, in testimony before the US Senate subcommittee on education, Davies

offered an even stronger condemnation, concluding In-service education is the slum of American

education-disadvantaged, poverty stricken, neglected, psychologically isolated,ridddled with

16
exploitation, broken promises and conflict’ Even in recent years, despite increased attention to

the need for highly in-service education programmes,Howey and Vaughan (1983) report the

current practice of staff training to be a potentially well supported enterprise that is fragmented,

not frequently engaged in, on a continuous basis by practitioners, not regarded highly as it is

practiced, and rarely assessed in terms of teacher behaviour (cited in Guskey 1989).

In his study on personal goals of lecturers and students of Makerere University, Kanyerezi

(2000), established that Makerere University goals have a high potential to solve the personal

problems. Personal goals may not be high up in the priority of staff training programs but may be

satisfied during the implementation of the program. By implication, this means that lack of staff

training leads to a persistent failure to meet the needs of the staff, who become demotivated,

hence lowering the standards of the institution as a whole. This may be the case in cases of long-

term training by teachers who are not promoted or get their salaries increased after training.

Neglect of staff training programs as posited by Cascio (1986) leads to employers lack of

opportunity to refresh the knowledge of old timers to help them learn new skills of work

performance because staff training programs help employers to acquire necessary skills and

knowledge required for performance in a higher job. It should also be noted that attending staff

training programs might not necessarily guarantee improved employee performance. The

adoption rates and the willingness to transform what is required will always determine the trend

of delivery and performance.

The above review reflects that staff training is not a new phenomenon and a likely invention by

the schools but old phenomena. The literature presents a ground for questions of why the

schools‘ system has not considered staff training as an important organizational ingredient yet

holds a lot to organizational training. Training is recognized, as an important means for

17
socialization. On-job training is distinguished from management training as an effective

socialization of employees that improves performance because the employees have direct role

models to follow and this shared experience creates informal networks (Harzing 1999).

Conclusions adopted at ILO conference in June 2000 noted, Education and training are a right

for all Investment in training is the joint responsibility of Government, enterprises, social

partners and individuals. Training is one mechanism which if properly used could bring about

visible change in performance (ILO Publications 2003).This augments the training policy in

Uganda.

In his study, Aston observed that INSET (in service education of teachers) initiatives particularly

school based staff development heighten teachers understanding of potential problem solving

approaches to learning (Aston 1998).

An organisation that encompasses attitude that has developed continuous capacity to adapt to

environment and change. It supports self-development of members of workforce towards this

end.

Some schools exist in complex environments and due to this; individual teachers will only be

successful if they work in an atmosphere of collaboration and mutual learning. Social learning

theorists have emphasized the significance of observational learning in changing the behaviour

of groups or individuals. It is thus the responsibility of those in leadership to value the behaviour

they want in this regard using the principles of learning organisations becomes both the means

and the end (Skinner 2004).

Head teachers who are not trained as argued by Buckley and Caple have a low self-esteem and

feel ill equipped for their roles. This can be corrected through short term courses. It was evident

in Botswana that as education system expanded, management tasks became central to the role of

18
headteachers. They therefore need to acquire skills to achieve their performance targets. They

observe that there has been lack of training provision for secondary school teachers and head

teachers from their initial appointment throughout their entire service (Pheko 2008).The

Botswana situation contrasts with recent studies which have revealed that training of secondary

school teachers and head teachers is linked to effective schools(Pheko 2008).Findings in

Botswana indicate that inadequate training for head teachers and teachers has resulted in

frustration and lack of motivation(Pheko 2008).

In all, (Gomez et al 2004) assert that training plays a critical role in maintaining and developing

capabilities of individuals and organisations and contributes to organizational change process,

improves the retention capacity of qualified employees and implies the organisations long-term

commitment as regards its employees and reinforces individuals‘ motivation. This is relevant for

qualified teachers in secondary schools among whom ongoing training facilitates communication

by providing a shared vision, which reinforces a culture of commitment.

Short-term courses inform of refresher courses specific to teachers subject area reduce their

mobility and external transfer possibilities hence increasing the value to the school and

replacement costs. Such courses reduce the rate at which knowledge of teachers become

obsolete.

Team building. Work teams or personnel meetings are ideal in which to openly share ideas and

help internal dissemination of knowledge through conversations and interactions (Gomez et al

2004:237).Teamwork favors integration and expansion. Team based training enhances effective

work teams. Training of interdisciplinary teams from different subject area with regular rotation

of members contributes towards forming of cohered groups that are committed to performance.

19
Such combined effort of all the members enables the schools to assume returns attributable to the

trained staff since the high performance obtained is not reduced to individual teachers.

Garvin, Ulrich et al assert that training of groups in teams formed by members of the same

department improves the interpretation and transfer of knowledge since it makes constant

interaction among the individuals and allows common language to be used (Gomez et al 2004).

This training in the case of teachers of the same department is relevant and enhances their

cooperation and knowledge sharing.

Delegation. Delegation is the assignment of tasks to surbordinates.It is a dynamic tool to

motivate and train staff to realize their full potential. It allows them to develop knowledge and

skills, reduces the workload of the senior teacher and facilitates workflow. Delegating in a way

that does not build one‘s strength as asserted by Somes Jane not only creates disabling and

unnecessary stress for all but also imperils the achievement of desired outcomes. Ones

willingness to please should not be construed as competence. Sufficient delegation avoids sloppy

processes, procedures that result in work having to be done over again, and frustrated staff

charged with doing it (Dalton 2005). Through delegation by senior staff, teachers may initiate

and act independently.

Coaching. (Gilley et al 2010) maintain that coaching involves communicating with an employee

for improving on the job performance or behaviour. It is asserted that coaching is a form of

systematic feedback intervention designed to enhance employees professional skills,

interpersonal awareness and personal effectiveness. Peterson and Hicks describe five strategies

of coaching processes: forging partnerships, inspiring commitments, developing skills that build

new competencies, developing a never-say die attitude among employees and shaping

environment to create conditions that feed individual growth and development while Gilley et al

20
identifies four phases: confronting poor performance, mentoring, training and career coaching

each of which combines to forge synergistic relationships between managers and employees that

ultimately lead to improved performance(Gilley et al 2010).

Gilley asserts that ultimately coaching boosts performance at the individual and organizational

levels. In other words as the individual performance improves, the organisation benefits.

Organisations benefit from improved communication, creativity, manager-employee

relationships and employee performance, which contribute, to organizational efficiency,

effectiveness and performance (Gilley et al 2010).

2.4 Mentoring and teacher performance

To reform teacher quality and retention, teacher educators, researchers, professional

organizations, and policymakers are seeking ways to better prepare and support individuals who

are new to the profession. Extensive efforts have been made to improve teacher training and

provide assistance to teachers during their beginning year(Boreen,2000). New teachers most

often find themselves in new school cultures, alone in classrooms with new students, and only a

mentor on which to rely. That mentor can help to determine the amount of time that the

beginning teacher will remain in the education field (Boreen, 2000). Many components must be

considered in the development and implementation of a mentoring model to establish rationale,

guide structure, and address gaps between the literature and current mentoring practices.

Developing and retaining a strong teaching force is an issue that is receiving increased attention

by policymakers across the country, particularly in light of the number of teachers nearing

retirement age. One reason formal mentoring programs were established was in response to

teacher retention and attrition problems in the United States. These programs were aimed to ease

21
new teachers into successful transitions from their college preparation to classroom

responsibilities (Furlong & Maynard, 1995). The goals of these programs included: improving

teaching performance and improved student learning, increasing the retention of promising

beginning teachers, and promoting the personal and professional well-being of beginning

teachers (Griffin, 2001). With these happening in USA and has been successful, its therefore

very important for Uganda to implement the same. The study will try to establish whether these

programs are in place and if not it will provide the way forward of having them.

Teacher recruitment efforts are important; however, the retention of beginning teachers is critical

to maintaining an adequate supply of teachers. There is also much evidence that teaching has

become a less attractive career than it was thirty years ago among both prospective and new

teachers (Boyer, Gillespie, 2000). Turnover rates among new teachers are rapidly increasing,

particularly in low-income schools. According to a study by the National Center for Education

Statistics (2001), twenty-five percent of new teachers quit the profession within their first five

years of teaching in order to pursue other careers. Another 25 percent said they were leaving

because they either no longer were interested in teaching or were dissatisfied with teaching. Of

those who quit teaching, 40 percent said they would never teach again. An alarming nine percent

leave before they complete their first year (Brewster & Railsback, 2001). New teachers recruited

under fast-track programs- designed to attract those who have subject-area knowledge but lack a

background in education- fare even worse, with an estimated sixty percent of those who enter

teaching through shortcut programs leaving by their third year (Brewster & Railsback, 2001).

Barnett Berry of the National Commission on Teaching and America’s Future implies that

employers in the private sector would not tolerate this kind of turnover (Costigan, 2005).

22
Therefore, to avoid this, mentoring is required. The study will go ahead and test these statistics in

Buteza Sub County.

Several key factors that influence a teacher’s decision to leave are inadequate preparation,

conditions in the school and classroom, salaries and benefits (Bolich, 2002). There is a need to

recruit talented candidates to teaching. There is also a need to support and thus retain them once

they have entered the classroom (Wong, 2004).

According to Coronado (2007), a successful mentoring program can yield many advantages to

beginning teachers. One requirement for a successful program is to set up a structured mentoring

program that identifies and addresses individual needs of the beginning teachers. However, it is

important to allow some degree of flexibility for school systems to design a mentoring program

that will provide the best support for their teachers (Coronado, 2007).

Many beginning teachers report that their confidence about teaching depends greatly on the

support they receive from their schools (Buckley, Schneider, & Shang, 2005). Without guidance

and support from fellow teachers, school principals and administrators, many new teachers feel

that they are left to drown early on in their careers (Beck-Frazier, 2005). According to National

studies, 16 percent of teachers who left the field said they left because of dissatisfaction with

teaching. One of the reasons was lack of support and respect from administrators. Many teachers

reported that the lack of overall professional support was the primary reason for them leaving the

field (Fluckiger, McGlamery & Edick 2006).

Teachers are often assigned to teach the most difficult students or subjects in which they lack

adequate preparation (Nugent & Faucette 2004). These situations frustrate the new teachers and

cause many of them to leave the profession after only a few years. Part of the problem is lack

23
of support during their transition from pre-service to first-year teaching. Many become frustrated

because they are unable to implement practices learned at their universities. In order to close the

gap and strengthen the link between pre-service and classroom realities, educators have

identified a need for more mentoring programs (Tye & O’Brien 2002).

According to Wong and Asquith (2002), once a trusting and supporting relationship is

established with a mentor, new teachers can focus on their professional development during the

early phase of their careers. In the induction period, mentees have the opportunity to improve

their teaching skills. New teachers must also be prepared to manage many facets of teaching that

university courses do not address.

Challenges faced by first-year teachers are different than those of experienced teachers. Many

beginning teachers enter the workforce after only one semester of student teaching. Little or no

support is provided except for what they obtain themselves and often little supervision is given.

First year teachers begin their careers equipped with book knowledge of their subject matter, a

few teaching strategies that have not yet been tested, and limited planning skills (Curran &

Goldrick, 2002).

In many instances first-year teachers are assigned heavier workloads and more difficult classes

than their more experienced peers. However, these new teachers are limited when it comes to

instructional strategies to implement in the classroom. They come directly from college teacher

preparation programs with minimal pedagogical knowledge and skills (Breaux & Wong, (2003).

Some of the most difficult challenges faced by beginning teachers are classroom management,

motivating students, assessment of student work, diversity of students and their learning needs,

24
and maintaining relationships with parents. Beginning teachers need help setting up a new

classroom for the first time and teaching with limited resources (Danielson, 1999).

Another common problem faced by teachers is understanding new state and district standards

and assessments, and seeing how those standards affect teaching strategies. Developing

organizational and time management skills, connecting theories, and teaching methods learned in

College to classroom practice are also critical areas of need for beginning teachers (Andrews &

Quinn, 2005). While these issues intensify the difficulties both experienced and new teachers

face, they may also contribute to the number of educators leaving the field within the first three

to five years. This therefore calls for mentoring programs in schools.

2.5 Coaching and teacher performance

The pressure to improve instruction has forced educational leaders to pay close attention to the

correlation between instructional practices and student achievement (Knight, 2007). Educational

leaders are seeking professional development strategies to impact students‟ performance in the

classrooms. According to Black, Mosled, and Sayler (2003), if stakeholders are seeking to

improve the instructional practices of educators and eventually increase student achievement,

educators need help in enhancing their techniques and skills. The emerging body of empirical

research on coaching implies that instructional coaching has the potential to impact teacher

practice and eventually student achievement (Knight, 2006).

Therefore, many school districts in the United States are utilizing instructional coaches as an

effective professional development strategy (Steiner & Kowal, 2007). To be effective, Poglinco

and Bach (2005) stated that professional development must be ongoing, job-embedded in

teachers' classrooms, student focused, specific to grade levels or academic content, and research-
25
based. The utilization of instructional coaches provides opportunities for ongoing professional

development.

There were several models of training for teachers in place before coaching. The first two were

the industrial model and the clinical model. According to Glickman (1992), the industrial model

was utilized between the 1940s-1960s in an effort to provide feedback to teachers from central

office personnel. Teachers were trained as if they were in factories. They were taught to be

efficient with time, produce results, and ensure quality control. The feedback was formal and tied

to evaluations which were ineffective because they did not focus on teacher performance nor

student achievement (Acheson & Gall, 1997; Glickman, 1992). Goldhammer, Anderson, and

Krajewski (1980) stated that the clinical model was utilized in the 1960s as a new model to

provide training. The clinical model focused on three components: pre-conference, lesson

observation, and post conference. The pre-conference was conducted to establish objectives and

purpose of the lesson. The lesson observation was conducted by a trained observer to determine

if the teacher was able to meet the set objectives. The post conference provided feedback to

teachers (Goldhammer, Anderson, & Krajewski, 1980).

After the models mentioned above were utilized, the traditional form of professional

development evolved. The traditional form of professional development consisted of workshops

without collaboration, feedback, reflection, or modeling (Joyce & Showers, 1996). Therefore, the

traditional form of professional development was ineffective (Garet, Porter, Desimone, Birman,

& Yoon, 2001; Joyce & Showers, 1996). In order for coaching to be effective, coaching must be

a blend of the early models that allow for immediate transfer of learning from trainings into the

classroom (Annenberg Institute for School Reform, 2004). Coaching has typically functioned as

26
a process of collaborative planning, observation, and feedback in order to increase the level of

implementation of instructional strategies and techniques (Joyce & Showers, 1996).

Coaching is being used to build communities of teachers who continuously engage in the study

of their profession. They provide a formation for the follow-up to instruction that is essential for

obtaining new teaching skills and strategies (Harwell-Kee, 1999). Coaching integrates a

teacher’s learning with the teacher’s practice. It gives participants ongoing feedback and makes

activities of the whole-school, collegial endeavor (Harwell-Kee, 1999; Hopkins- Thompson,

2000). Coaching provides support and ways to improve each teacher’s own professional

development (Harwell-Kee, 1999; Poglinco & Bach, 2005).

Joyce and Showers (1996) believed that the most dynamic type of teacher training involved

“modeling in the classroom and practice under simulated conditions in the classroom combined

with feedback”. They concluded that groups of teachers “…developed skills in collaboration and

enjoyed the experience so much that they wanted to continue their collegial partnerships after

they accomplished their initial goals”.

Neufeld and Roper (2003) stated that “the need for professional development is obvious; many

teachers are not prepared for the challenge of educating all students to high levels”. Coaches try

to ensure that teachers are prepared by facilitating opportunities for collaboration that expand the

scholarly competence of the school. “The term coaching includes activities related to developing

the organizational capacity of whole schools”. Neufeld and Roper (2003) classify coaching into

two forms: content coaches and change coaches. Content coaches focus on improving teacher’s

instructional strategies in specific areas; for example mathematics or literacy. Change coaches

address school wide organizational improvement, such as Professional Learning Communities.

27
Wurtzel (2006) conducted a study that identified what high schools needed in order to transform

teaching and the results focused on coaching, peer observation, and conversation as valuable

techniques to improve instruction.

Research on professional development suggests that it is most effective when it includes

components that are based in the school, embedded in the job, and increases teachers‟ academic

understandings of their work (Driscoll, 2008). Supports for improved teaching and learning are

also more effective when they are tailored to needs identified by teachers and when their

approach to learning is collaborative and inquiry-based (Darling-Hammond & McLaughlin,

1995).

Coaches that are used for professional development increase collegial systems and collaboration.

They act as change agents to advance student achievement (Driscoll, 2008). Coaches help to

develop a community of learners that work collaboratively. Coaches and teachers work

collaboratively to plan, enact, and reflect on lessons. They act as a resource for one another. In

this role coaches work to establish, foster, and maintain a trusting relationship (Cornett &

Knight, 2008).

2.6 Causes of poor performance.

It is unwise to discuss the impact of staff training on performance without a prior discussion on

the indicators of performance. These indicators help us to assess the relationship. In this study

teachers work behaviour is based on indicators like number of mistakes done ,work completion,

following instruction, amount of work done to required standards, number of unexplained

absences, achievement of objectives and other observables. Campbell and Pritchard defined

performance as behaviour directed towards a task or goal accomplishment. Performance is a

28
collection of behaviors over time, tasks or people. It represents an aggregation of behaviors over

time (Bates 1999:49). In measuring teachers‘ performance, the criteria are behaviors as

dependent variables used to represent a larger performance domain-organizational, group or

individual performance.

In this study, measurement of behaviour focuses on what a teacher does or does not do in the

workplace. Work related behaviors include absence from work, effectiveness at work, poor time

keeping and resigning from job. Work related behaviour can be observed and recorded with

reliability. Some teachers work performance behaviour are difficult to measure especially when

using indirect means derived from teachers answers in a questionnaire.

Several factors have generally been identified as causes of poor academic performance.

Agyeman (1993) reported that a teacher who does not have both the academic and the

professional teacher qualification would undoubtedly have a negative influence on the teaching

and learning of his/her subject. However, he further stated that a teacher who is academically and

professionally qualified, but works under unfavorable conditions of service would be less

dedicated to his work and thus be less productive than a teacher who is unqualified but works

under favorable conditions of service. Neagley and Evans (1970) were of the view that effective

supervision of instruction can improve the quality of teaching and learning in the classroom.

Etsey, Amedahe and Edjah (2004) in a study of 60 schools from peri-urban (29 schools) and

rural (31 schools) areas in Ghana found that academic performance was better in private schools

than public schools because of more effective supervision of work. Another factor is motivation.

A highly motivated person puts in the maximum effort in his or her job. Several factors produce

motivation and job satisfaction. Young (1988) examined the job satisfaction of Californian

public school teachers in the USA and found that one of the overall job predictors was the salary
29
one earned from it. Studies by Lockheed et al. (1991) indicated that lack of motivation and

professional commitment produce poor attendance and unprofessional attitudes towards students

which in turn affect the performance of students academically. The availability and use of

teaching and learning materials affect the effectiveness of a teacher’s lessons. According to

Broom (1973), the creative use of a variety of media increases the probability that the student

would learn more, retain better what they learn and improve their performance on the skills that

they are expected to develop. Ausubel (1973) also stated that young children are capable of

understanding abstract ideas if they are provided with sufficient materials and concrete

experiences with the phenomenon that they are to understand. Class sizes have also been

identified as determinants of academic performance. Studies have indicated that schools with

smaller class sizes perform better academically than schools with larger class sizes. Kraft (1994)

in his study of the ideal class size and its effects on effective teaching and learning in Ghana

concluded that class sizes above 40 have negative effects on students’ achievement. Asiedu-

Akrofi (1978) indicated that since children have differences in motivation, interests and abilities

and that they also differ in health, personal and social adjustment and creativity generally good

teaching is best done in classes with smaller numbers that allow for individual attention.

Butler (1987) has also found homework to be a correlate of academic performance. He stated

that homework bore a positive relationship with learning outcomes when it is relevant to learning

objectives, assigned regularly in reasonable amounts, well explained, motivational and collected

and reviewed during class time and used as an occasion for feedback to students. Churchill

(1965) found a positive relationship between the location of a school and the student and teacher

performance. The presence of all or some of the factors identified above may have resulted in the

poor academic performance of pupils in Buteza Sub county.

30
 CHAPTER THREE

METHODOLOGY

3.1 Introduction

This chapter presents the methodology that was applied while conducting the study. It focuses

upon the Research Design, Study Population, Sample Size, Sampling Techniques, Data

collection instruments, Data Processing and Analysis, Instrument Reliability and Validity.

3.2 Research design

A cross sectional survey design was applied in the study and it ensured the collection of

information from a cross - section of respondents in all departments in selected schools. A

survey is concerned with collecting data from usually a large number of respondents and data

normally collected focuses upon the views, ideas and attitudes of the respondents in relation to

the phenomenon under study. The design therefore gave consideration to the entire essential

steps involved in the survey regarding the analysis of the effects of career development on the

performance of teachers.

3.3 Study Population

The target population was composed of male and female teaching staff and school administrators

of Buteza Sub-county. This shall comprise of (6) Head teachers, (6) Deputy Head teachers, (72)

Committee Members, (72) Teachers and giving a total population for the study as 156

respondents. This was got from schools that were selected for the study. The committee members

of various schools, deputies and the head were also included in the study.

31
3.4 Sample size

The sample size comprised of the following categories of respondents as indicated below;

Table 1: Sample size

Category Of Respondents Population Sample size

Head Teachers 6 x 1=6 4

Deputy Head Teachers 6 x 1=6 4

Committee members 12 x 6 =72 50

Teachers 6x12=72 50

TOTAL 156 108

Source: respondent categorization by the researcher (2015)

According to Amin (2004), the sample size determination was adopted from the sample size

table determination as suggested by Kregcie and Morgan (1970).

3.5 Sampling techniques

The researcher used stratified and purposive sampling techniques in collecting data relative to

the study. Stratified sampling is a probability sampling technique where the researcher divides

the entire population into different subgroups or strata, then randomly selects the final subjects

proportionally from the different strata. The strata in this case was the schools. Purposive

sampling, also known as judgmental, selective or subjective sampling, is a type of non-

probability sampling technique where the units that are investigated are based on the

judgement of the researcher. Stratified sampling helped the researcher to ensure responsiveness

in selecting respondents as suggested by Amin (2004), after getting the strata, simple random

sampling was used in getting teachers into the sample from each stratum since they are many
32
while purposing sampling was used in getting head teachers, the deputy head teachers, head of

departments and committee members

3.6 Data Collection Methods

Both primary and secondary data were collected. Primary data can be explained as information

collected from sources such as personal interviews, questionnaires or surveys with a specific

intention and on a specific subject, observation and discussion by the researcher him or herself,

which information is then assessed by that person. While secondary data is information that is

already available somewhere, whether it is in journals, on the internet, in a company's records or,

on a larger scale, in corporate or governmental archives. Secondary data allows for comparison

of, say, several years worth of statistical information relating to it.

The major methods used include:

3.6.1 A Self-administered questionnaire

A self-administered questionnaire was the major instrument that was used in data collection.

Questionnaires were administered to primary school teachers. This helped to gather quantitative

and qualitative information. The questionnaires comprised of both closed and open-ended

questions formulated by the researcher.

3.6.2Key informant Interview

Key informant interview guide was designed and administered to key informants to capture

qualitative information. The key informants for in depth interviews will be head teachers and

deputy head teachers

33
3.7 Data Processing and analysis

Data collected through questionnaires and interview schedule was edited, coded, classified and

tabulated. Coding was initiated for both closed ended and open-ended questions while data with

significant similarities was categorized. Respective questions were cross-examined to ascertain

authenticity. This enhanced the attainment of more desirable data for processing and analysis.

Above all, data was mainly presented with the use of tables generated through the use of the

SPSS computer package in order to make easy analysis of the findings.

3.8 Instrument Reliability and Validity

3.8.1 Reliability

Reliability Statistics

Cronbach's
Alpha N of Items

.75 37

Reliability refers to the uniformity or dependability of a measuring method Lear (2001). To test

the reliability of the questionnaire, Chronbach’s Alpha coefficient was used as shown in the

table above. This was generated using the SPSS from the pilot study data. It is perceived that for

the instrument to be reliable, the coefficient has to be at least 0.7 and more (Andy F.2006),.

Chronbach Alpha coefficient value generated was Alpha = .75 which is very highly reliable. The

questionnaire was thus deemed reliable.

34
3.8.2 Validity

The instruments of data collection in this study was assessed in terms of validity to ensure

dependability of the results of the study. Validity of the instrument was assessed by consultation

with the supervisor and computation of the Content Validity Index. The instruments applied

should be valid and free from bias and practical. In this case, before the researcher applying the

research instrument, it was validated by examining its contents, whether it can measure to the

assumed attributes, free from bias, contamination and deficiency. It therefore aided the

researcher to minimize bias in the course of the study (Mbabazi: 2006)

35
 CHAPTER FOUR

PRESENTATION AND ANALYSIS OF THE FINDINGS

4.1 Introduction

This chapter presents and analyses data in relation to career development and teacher

performance in primary schools in Sironko District. Data presentation and analysis was premised

upon the research objectives of examining the effect of training on Teacher performance in

primary schools, examining the effect of coaching on teacher performance in primary schools

and examining the effect of mentoring on teacher performance in primary schools in Buteza Sub

County in Sironko District. It gives the descriptive statistics of the respondents and tabular

presentations. To begin with however, attention was given to the characteristics of the

respondents in terms of biographical data ranging from sex, age, level of education and duration

at work.

4.2 Demographic Features of the respondents

Table 2: Demographic features

Demographic feature Respond group Frequency Percentage

Below 25 Yrs 2 2.8%

25-35 Yrs 40 55.6%

Age of the respondents
36-45 Yrs 27 37.5%

46-55 Yrs 3 4.2%

Male 38 52.8%
Sex of the respondents
Female 34 47.2%

Level of education Certificate 41 56.9%

36
 Diploma 31 43.1%

0-5 Yrs 8 11.1%

6-10 Yrs 20 27.8%

Teaching experience 11-15 Yrs 21 29.2%

16-20 Yrs 19 26.4%

21-25 Yrs 4 5.6%

Source: Primary Data 2016

Age of the respondents

Kothari C. (2004) observed that the inclusion of age as a component in the respondents

characteristics is very important given that it brings out whether one is a minor or major. In

social problem investigation research, Louis emphasized the need to use respondents that have

attained the majority age score.

The study findings from the table above shows the age brackets of the respondents. The age

bracket was distributed in such a way that it covers all the age groups. The results shows that

among the sample respondents, only 2.8% were less than 25 years, the majority 55.6% were

between 25-35 years, between 36-45 years were represented by 37.5% while 4.5% were between

46-55 years. The ages above 55 years were not considered since the Ugandan constitution

requires one to retire by 55 years. The results here revealed that majority of the respondents were

between 25-35 years which is an active working age.

Sex of the respondents

The sex of the respondents revolved around the male and female. This was as presented in table
2 above.

37
From the above, it was noted that the public primary schools in Buteza Sub county have more

male teachers at 52.8% while the female were represented by 47.2%. The results however shows

that there is almost equity in the gender representation since the difference is significantly small.

Level of Education.

The study sought to establish the level of education of the primary school teachers. The results

were calculated using SPSS and presented in the table above.

These results, shows that majority of the respondents 56.9% are certificate holders and 43.1% are

diploma holders. There were no degree and post graduates. This could be attributed to the fact

that most degree holders are in secondary schools while post graduates usually take on other jobs

and most with such academic documents feel under employed teaching in primary schools.

Experience
Experience is paramount when it comes to accomplishing tasks given to any worker. In this case,

experience is one of the major determinants in quality of teaching coupled with career

development. The study therefore sought to determine the experience gained by the teachers in

Buteza Sub County. Their responses are as in the table above;

It was found out that 11.1% of the respondents had 5 or less teaching experience, 27.8% had 6-

10 years of experience, 29.2% had 11-15 years of teaching experience, those who had experience

ranging from 16 to 20 years were represented by 26.4% while 5.6% had taught for over 21

Years.

From the results above, it is clear that the majority of the respondents have a teaching experience

of over 10 years. This period is long enough to make a teacher think of career development.

Therefore their presence in the study helped much in understanding the influence career

development has over the performance of teachers.

38
4.3: Effect of training on Teacher performance in primary schools.

In determining the effects of training on teacher’s performance, respondents were probed with

several questions as tabulated below. The response required was to select one answer which suits

the statement posed to the respondents. Their responses are as below;

In Table 6: below, the abbreviations are as follows; SA: Strongly Agree, A: Agree, NT: Not

Sure, D: Disagree, SD: Strongly Disagree and STD: Standard Deviation

Table 6: Effects of training on Teacher Performance

SA A NT D SD Mean STD

There are staff training 12 32 26 2 0 2.25 0.765

programmes
(16.7%) (44.4%) (36.1%) (2.8%)

Teachers have undertaken 14 24 15 18 1 2.56 1.112

training
(19.4%) (33.3%) (20.8%) (25%) (1.4%)

Staff have training challenges 29 39 4 0 0 1.65 0.585

(40.3%) (54.2) (5.6%)

Training can be taken by any 2.58 1.184

teacher

Teachers are given sponsorship 3 1 3 37 28 4.19 0.914

in training
(4.2%) (1.4%) (4.2%) (51.4%) (38.9%)

Source: Primary Data 2016

There are staff training programmes

From the table above, 16.7% of the respondents strongly agree that there are staff training

programs, 44.4% agree, 36.1% are not sure while just 2.8% disagree. Whereas majority of the
39
respondents agree that there are staff training programs, 36.1% are ignorant. This could be due to

being too busy or not bothering as well as being comfortable with the current qualifications that

they have. Therefore the district education board should educate the teachers on the need to

upgrade their qualification as well as showing them the available institutions.

Teachers have undertaken training

Furthermore, the study sought to find out if teachers have undertaken the training, the results

showed that 19.4% strongly agreed, 33.3% agreed 20.8% were not sure, 25% disagree while

1.4% strongly disagrees. This intimates that, though most teachers agree that there are some of

their colleagues who have undertaken training, still 26.4% is a big number which disagrees and

this number is capable of lowering the performance of students as well as lowering the quality of

education. So emphasis is required in ensuring that teacher’s upgrade their skills through

refresher courses.

Staffs have training challenges

In finding out if there are challenges when it comes to training, all the respondents apart from the

undecided 5.6%, agreed that teachers are faced with training challenges. These challenges ranges

from Finances, being ignorant about the availability of teaching institution among others.

Training can be taken by any teacher

Most teachers as seen in the table confirmed to the researcher that any teacher can take on

training with 22.2% strongly agreeing and 27.8 agreeing however 23.6% were not sure if its

acceptable for any teacher to go for training, this could be due to the fact that they have never

attempted to ask for an opportunity to train while 22.2% disagree and 4.2 strongly disagree. The

40
disagreement to this opinion could be due to some head teachers who hinder teachers from

training as a result of limited staff in most of public schools in the district.

Teachers are given sponsorship in training

From table 6 above, it was found out that sponsorship for training is limited to a few since only

4.2% strongly agree and 1.4% agrees. 4.2% were not sure if the sponsorship is given or not given

while the majority 51.4% disagree and were supported by 38.9% who strongly disagrees.

4.4: Mentoring and teacher performance

Table 7 Mentoring and Teacher Performance

SA A NT D SD Mean STD

Teachers are allowed to teach 20 35 4 11 2 2.17 1.088

different classes
(27.8%) (48.6%) (5.6%) (15.3%) (2.8%)

There is room to teach any Subject 15 10 1 29 17 3.32 1.500

(20.8%) (13.9%) (1.4%) (40.3%) (23.6%)

Teachers are given opportunities to 56 16 0 0 0 1.22 0.419

take on other administrative
(77.8%) (22.2%)
responsibilities

The headmaster shows me how 4 17 0 46 5 3.43 1.098

activities are done in school
(5.6%) (23.6%) (63.9%) (6.9%)

41
There is rotation among teachers in 2 11 0 58 1 3.63 0.863
heading different departments
(2.8%) (15.3%) (80.6%) (1.4%)

Source: Primary Data 2016

Teachers are allowed to teach different classes

From table 12 above, respondents were asked whether teachers are allowed to teach different

classes, 27.8% strongly agreed and were supported by the majority 48.6%, 5.6% were not sure

whether a teacher can be allowed to teach different classes while 18.1% (15.3% disagreeing and

2.8% strongly disagreeing) believes that teachers are not allowed to teach different subjects.

There is room to teach any Subject

To ascertain whether teachers are qualified to teach any subject, the respondent were asked

whether there is room in their respective schools to teach any subject. The results in table 13

above shows that 20.8% of the respondents strongly agrees that they can teach any subject, they

were also supported by 13.9% who were in agreement to the question. 1.4% was not sure while

the majority 40.3% disagreed as well as 23.6% who strongly disagreed. The deduction from this

is that since the majority are denied to teach any subject, it shows that they have limited

qualification which confines them to teach only a few stated subjects. This therefore calls for

training to enable teachers teach several subjects and solves the problem of limited staff.

Teachers are given opportunities to take on other administrative responsibilities

42
It was agreed that teachers are given opportunities to take on other administrative responsibilities

since results from the table above shows that 77.8% strongly agreed while the remaining 22.2%

also agreed.

The head teacher shows me how activities are done in schools.

From the table above, 5.6% of the respondents strongly agree that the head teacher shows them

how activities are done in school and 23.6% agree however the majority 63.9% disagree and they

feel the head teacher does not show them how the school is run and 6.9% strongly disagree. This

therefore shows that very few teachers are mentored into becoming the school heads in the near

future.

There is rotation among teachers in heading different departments

The researcher dug deeper in determining whether there is rotation among teachers in heading

different departments. The results show that 2.8% strongly agree, 15.3% agree while the majority

80.6% Disagree and 1.4% strongly disagree. This therefore shows that most school

administrators are not mentoring their staff members into greater tasks like heading departments,

only a few are considered and the criteria used is not known therefore there is need to involve all

teachers thereby creating a quality working staff members that are capable of being entrusted

with any office.

4.5: Coaching and teacher performance

Table 8: Coaching and teacher performance

43
 SA A NT D SD Mean STD

Explanation of terms are carried 19 18 11 17 7 (9.7%) 2.65 1.355

out routinely
(26.4%) (25%) (15.3%) (23.6%)

Explanation of conditions are 23 39 10 0 0 1.82 0.657

carried out
(31.9%) (54.2%) (13.9%)

Coaching covers all aspects of 4 7 (9.7%) 10 33 18 (25%) 3.75 1.110

communication
(5.6%) (13.9%) (45.8%)

Duties of various Teachers are 48 23 1 (1.4%) 0 0 1.35 0.508

outlined
(66.7%) (31.9%)

Roles of Teachers are clearly 36 31 0 5 (6.9%) 0 1.64 0.810

explained
(50%) (43.1%)

Coaching is carefully planned by 16 19 3 (4.2%) 25 9 2.89 1.420

the head teacher
(22.2%) (26.4%) (34.7%) (12.5%)

Evaluation is carried out always 19 45 0 6 (8.3%) 2 (2.8%) 1.99 0.927

(26.4%) (62.5%)

Source: Primary Data 2016

Explanation of terms are carried out routinely

In finding out if explanations of terms are carried out routinely, 26.4% of the respondents

strongly agreed, 25% agreed, 15.3% are not sure, 23.6 disagree and 9.7% strongly disagree. This

results shows that most of the teachers receive explanation of terms that are involved in

executing their daily duties. However a bigger number still feel they are not given these

44
explanations. This could be that they either don’t understand while being oriented or the

administration is not doing its part of ensuring that teachers especially new ones or fresh

graduates fit into the school programs well.

Explanation of conditions are carried out

Besides finding out whether explanation of terms are given, the study also tried to find out if

working conditions are well explained to teachers. The results in table 17 above shoes that 31.9%

strongly agree that the conditions of work are well explained then 54.2% also agree while 13.9%

were not sure.

Coaching covers all aspects of communication

From the study findings in the table above, the results shows that 5.6% of the respondents

strongly agree that coaching covers all aspects of communication, 9.7% agree to this aspect as

well. The implication of this is that teachers are exposed to coaching which covers all aspects of

communication. 13.9% are not sure, 45.8% disagree while 25% strongly disagree. From this it

can be deduced that majority of the respondent disagree and therefore from this it can be

concluded that this coaching which covers all aspects of communication is limited to a few

teachers while the majority either don’t receive it at all or its limited to a few areas of

communication.

Duties of various Teachers are outlined

Coaching involved outlining and explaining the duties of every teacher in trying to improve

performance. The study therefore sought to find out if duties of various teachers are outlined and

66.7% of the respondents strongly agreed, 31.9% agreed while 1.4% was not sure. This can be

45
deduced that duties are outlined to the teachers this therefore helps teachers to understand their

boundaries as far as teaching is concerned.

Roles of Teachers are clearly explained

From the table above, it was found out that 50% of the respondents strongly agreed that roles of

teachers are clearly explained and 43.1% also agreed on the same aspect while 6.9% disagreed.

From these it’s clear that roles are explained to teachers however few teachers seem not to have

their roles explained to them. Having a teacher with no role to play is wastage of resources. All

teachers should have their roles outlined to them to enable them teach efficiently and effectively.

Coaching is carefully planned by the head teacher

For coaching to be effective, at times it requires timely planning so as one being coached

receives the best information. In this regard therefore, the study aimed at finding out if there is

proper planning when it comes to coaching by the head teacher, and the results as in the table

above shows that 22.2% of the respondents strongly agreed that there is careful planning, 26.4%

also agreed. This shows that teachers are being coached in the right way since there is planning.

On the other hand, 4.2% were not sure, 34.7% disagreed and 12.5% strongly disagreed. This

contravenes the above deductions since the results shows that the majority believes that there is

no carefully planned coaching by the head teacher. There is need for the head teachers to carry

out proper planning before beginning coaching exercise.

Evaluation is carried out always

26.4% of the respondents from the table strongly agrees that evaluation is always carried out,

these respondents are further supported by the majority 62.5% who agrees on the same aspect.

46
This therefore shows that evaluation for teachers is always carried out. This helps in ensuring

that pupils receives the right education. Still on the same question however, 8.3% disagrees and

2.8% strongly disagrees. This shows that there are some few teachers who are not evaluated and

this is a concern and the reason why they are not evaluated is not known hence reserved for

further research.

4.6: Performance

Table 9: Performance

SA A NT D SD Mea STD

I plan for my lessons 20 45 0 6 (8.3%) 1 1.93 0.861

approprietly in advance
(27.8%) (62.5%) (1.4%)

47 16 3 6 (8.3%) 0 1.56 0.918

I Involve director of studies in (65.3%) (22.2%) (4.2%)

planning for my lessons
I do remedial lessons on my own 7 12 1 28 24 3.69 0.918

(9.7%) (16.7%) (1.4%) (38.9%) (33.3%)

Due to limited times, at times the 30 33 3 4 (5.6%) 2 1.82 0.954

schools administration orders
(41.7%) (45.8%) (4.2%) (2.8%)
teachers to do remedial classes

Dueing teaching, i offer career 59 10 3 0 0 1.22 0.510

guidance to pupils
(81.9%) (13.9%) (4.2%)

I offer counselling to students 25 29 1 14 3 2.18 1.226

47
 (34.7%) (40.3%) (1.4%) (19.4%) (4.2%)

I offer counselling to students 28 27 1 13 3 2.11 1.228

who have family problems as
(38.9%) (37.5%) (1.4%) (18.1%) (4.2%)
regards to studies

Teachers complete syllabus 7 9 2 26 28 3.82 1.336

within the required time
(9.7%) (12.5%) (2.8%) (36.1%) (38.9%)

I give tests to Pupils 13 39 4 15 (20.8) 1 2.33 1.048

(18.1%) (54.2%) (5.6%) (1.4%)

I mark exams of pupils 48 24 0 0 0 1.33 0.475

(66.7%) (33.3%)

Source: Primary Data 2016

I plan for my lessons appropriately in advance

In finding out how teachers carry out their normal lessons, the study sought their opinion on how

they plan for their lessons, from the results collected, 27.8% strongly agreed that they plan

appropriately for their lessons in advance and were supported by 62.5% who agreed. This shows

that proper teaching methods are carried out and pupils receive the right material since teachers

have planned in advance. On the other hand, 8.3% of the respondents disagrees and 1.4%

strongly disagrees. These are the few who don’t plan for their lessons. Even though they are few,

their inability to plan can have a heavy impact on the pupil’s performance.

I Involve director of studies in planning for my lessons

When it comes to planning for lessons, 65.3% strongly agrees that they involve director of

studies in planning for their lessons and they are supported by 22.2% who also agrees. This is
48
agood habit to always involve director of studies as he/she may guide teachers on the dos and

don’ts. However, 8.3% disagrees. This shows that they plan for lessons on their own.

I do remedial lessons on my own

The results from table 9 above shows that 9.7% of the respondents strongly agree that they do

remedial lessons on their own, 16.7% also agrees, 1.4% are not sure of what they do, 38.9%

disagree and are supported by 33.3% who strongly disagree. Form these results, the majority do

not do remedial lessons on their own. This means that they are either supported by the school

management or their colleagues.

Due to limited times, at times the schools administration orders teachers to do remedial

classes

Table 9 above shows that 41.7 strongly agree, 45.8% agree that due to limited time, the school

administration at times orders teachers to have remedial lessons so as to finish the syllabus on

time, 4.2% are not sure, this could be because they have never had limited time thus unable to

know whether they will be required to have remedial classes. 5.6% disagree and 2.8% strongly

disagree.

During teaching, I offer career guidance to pupils

During teaching, teachers offer career guidance to the pupils this is shown by the majority of

them 81.9% strongly agreeing and 13.9% agreeing that they actually offer career guidance to

pupils. 4.2% seem not to understand what is meant by career development thus remaining

undecided.
49
I offer counselling to students

When it comes to counselling, 34.7% and 40.3% strongly agree and agree respectively that they

offer counselling to pupils, still 1.4% are not sure, 19.4% disagree and 4.2% strongly disagree.

Though the percentage number of teachers not offering counselling to pupils is small, it should

be noted that performance of pupils is not entirely class work but also out of class like being well

disciplined, and helping the parents at home, this should be encouraged by the teachers during

their time of teaching.

I offer counselling to students who have family problems as regards to studies

There are pupils who tend to have family problems at home and from the table above it was

established that most teachers help these pupils cope up with family problems. This was after

38.9% and 37.5% strongly agreeing and agreeing respectively that they offer counselling to

pupils who have family problems as regards to studies. However, 18.1% disagree and 4.2%

strongly disagree. This shows that such teachers are not bothered by the problems facing pupils

as long as they do what they want. This is dangerous since pupils without counselling may end

up leaving school or not understanding at all. So it’s paramount that all teachers offer counselling

to pupils.

Teachers complete syllabus within the required time

From the table above, it was discovered that most teachers don’t finish there syllabus on time

and the results indicates 9.7% of the respondents strongly agree that they finish the syllabus on

time, 12.5% agree while 2.8% are not aware, 36.1% do not finish the syllabus on time, and the

majority 38.9% also strongly disagree that they complete the syllabus on time. It’s therefore clear
50
that teachers do not complete the syllabus on time. This could be the reason why pupils

performance is not up to the standard as compared to other schools in other regions.

I give tests to Pupils

The table above shows results which indicate if teachers give tests to their pupils. 18.1% of the

respondents strongly agree while 54.2% agree that they give tests to pupils. Nevertheless, 5.6%

were not sure, 20.8% disagree and 1.4% strongly disagree meaning that they don’t give tests to

pupils. The results show that majority of the teachers give tests to the pupils however the reason

why some teachers do not give tests to the pupils is not clear.

I mark exams of pupils

On whether teachers mark exams, all teachers agree that they do mark exams this therefore

shows that though some teachers do not set tests for the pupils still eligible to mark. With 66.7%

strongly agreeing and 33.3% agree.

4.7: Intervening Variables

Table 10: Intervening Variables

Intervening Variables Strongly Agree Not Disagree Strongly

agree sure Disagree
All teachers aim to go for career development 8.3 12.5 54.2 16.7 8.3
Career development helps to improve in 65.3 30.6 1.4 1.4 1.4
Performance
There is a positive relationship between 38.9 52.8 4.2 2.8 1.4
teachers and pupils as well as among teachers
Up to date infrastructure facilities enables me 1.4 20.8 8.3 36.1 33.3
carry out lessons with convenience
Staff welfare provision and allowance in - 5.6 27.8 29.2 37.5
schools
I feel am well qualified to take on any task at 12.5 29.2 38.9 11.1 8.3
school

51
Source: Primary Data 2016

All teachers aim to go for career development

From the table above, respondents were given several questions regarding the intervening factors

of career development on teachers’ performance. When asked if all teachers aim to go for career

development, 8.3% strongly agree, 12.5% agree that all teachers aim to go for career

development. 54.2% were not sure if there colleagues are ready to go for career development,

16.7 disagree and 8.3% strongly disagree thus indicating that their colleagues are not ready to

upgrade their current qualification.

Career development helps to improve in Performance

In finding out if career development can lead to improvement in performance, 65.3% strongly

agree and 30.6% agree that career development helps in improving performance in schools, 1.4%

are not sure, 1.4% disagree, and another 1.4% strongly disagree. The results clearly shows that

almost all teachers agree that its only through career development that can lead to improvement

in performance of teachers.

There is a positive relationship between teachers and pupils as well as among teachers

The researcher also discovered that there is a positive relationship between teachers and pupils as

well as among the teachers themselves. This was after 38.9% strongly agreeing and 52.8%

agreeing. However, 4.2% were not sure, 20.8% disagreed and 1.4% strongly disagreed. However

the number of disagreement being insignificant, it was found out that actually there is positive

relationship between teachers and pupils as well as among the teachers.

Up to date infrastructure facilities enables me carry out lessons with convenience

52
On infrastructural development, most teachers confirmed that it’s not up to date infrastructural

facilities that can enable them to carry out lessons with convenience. This was conferment

through disagreement of 36.1% and 33.3% strongly disagreeing while 8.3% not being sure.

20.8% agreed and 1.4% strongly agreed that for them better infrastructures helps them carry out

lessons with convenience.

Staff welfare provision and allowance in schools

In trying to establish if there are staff welfare provisions and allowance in schools, 5.6% agreed,

27.8% were not sure, 29.2% disagree, 37.5% strongly disagree. The results thus indicate that

most teachers do not receive their allowance, this their attributes to poor performance since most

teachers do not upgrade their education and at the same time they are not motivated.

I feel am well qualified to take on any task at school

Most teachers (38.9%) are not sure if they are the most qualified one to take on any task at

school, 12.5% and 29.2% strongly agree and agree respectively that they are qualified to take on

any task at school while 11.1% and 8.3% disagree and strongly disagree meaning they feel

unqualified to take on any task at school hence need for career development.

53
4.8: Correlations

Table 11: Correlation between Training and performance

Training Performance

Training Pearson Correlation 1 .970**

Sig. (2-tailed) .006

N 5 5

Performance Pearson Correlation .970** 1

Sig. (2-tailed) .006

N 5 10

**. Correlation is significant at the 0.01 level (2-tailed).

The correlation results (0.970) from table 11 above shows that there is a very high correlation

between training and performance. 0.006 from the table indicates that the results are significant

at 0.01 significant level. This results therefore shows that training has a big impact on

performance where by a unit increase in training (in this case a unit increase in training being

upgrading of teacher’s qualification) leads to significant increase in performance. This therefore

means that the schools’ administration in Sironko district should emphasize career development

in schools since it’s one of the ways that can improve academic standards in the district.

54
Table 12: Correlation between Mentoring and performance.

Performance Mentoring

Performance Pearson Correlation 1 .933*

Sig. (2-tailed) .020

N 5 5

Mentoring Pearson Correlation .933* 1

Sig. (2-tailed) .020

N 5 5

*. Correlation is significant at the 0.05 level (2-tailed).

From the table above, the results 0.02 and 0.933 shows that it’s significantly right to conclude

that mentoring has a positive impact on performance. Result 0.933 indicates that there is a high

correlation between mentoring and performance where an increase in the mentoring programs

will lead to an increase in performance and vice versa. The result is also significant at 0.05 level.

This shows how important mentoring is towards the improvement of performance in schools.

Table 13: Correlation between intervening variables and Performance.

Intervening
Performance Variables

Performance Pearson Correlation 1 .980**

Sig. (2-tailed) .003

N 5 5

Intervening Variables Pearson Correlation .980** 1

Sig. (2-tailed) .003

N 5 5

**. Correlation is significant at the 0.01 level (2-tailed).

55
Though the dependents variables (Training, mentoring and coaching) have positive correlation

with performance, it’s the intervening variable that have got the highest at 0.980 which is also

significant at 0.01 level. This therefore shows that even if the school administration embarks on

improving the performance through training, mentoring and coaching, it should not forget other

factors like motivation, good working environment, improved infrastructure among others which

also have a high positive correlation which when undertaken helps in improving performance in

schools.

4.9: Multiple regression analysis

To find out the extent to which independent variables (Training, Coaching and Mentoring)

contribute to teacher performance, a multiple regression was performed using stepwise method.

The results are as explained below;

Table 14: Model Summary

Adjusted R Std. Error of the

Model R R Square Square Estimate

1 .933a .871 .828 .12647

a. Predictors: (Constant), Training

To start with in order to determine the overall influence of the independent variables on the

performance, a multiple regression using stepwise method was performed in which Training,

mentoring and coaching were the independent variable, while performance was the dependent

variable. The results indicated that there is a statistically significant relationship between training

and performance of teachers of Buteza Sub county in Sironko District, r =93.3%, r2 = 87.1%

shows that 87.1% of the performance of Teachers in Sironko is explained by their participation

in the training. The remaining percentage 12.9% can be attributed to other factors that can

56
influence performance of teachers such as allowances, experience, working conditions such as

ventilation and the tools being used etc.

Table 15:Coefficientsa

Standardized
Unstandardized Coefficients Coefficients

Model B Std. Error Beta T Sig.

1 (Constant) .782 .184 4.243 .024

Training .296 .066 .933 4.503 .020

a. Dependent Variable: Performance

Table 16: Excluded Variablesb

Collinearity
Statistics
Partial
Model Beta In t Sig. Correlation Tolerance

Mentoring .307a .851 .484 .516 .363

Coaching .419a 1.191 .356 .644 .305

a. Predictors in the Model: (Constant), Training

b. Dependent Variable: Performance

Shows the output of multiple regression analysis using stepwise method. The results

show that it’s only training that leads to significant change in performance as shown in the

variables that is mentoring and coaching have been excluded since they don’t have a significant

change to performance as training. This could be due to the method of mentoring and coaching

that are carried out in schools which have less impact on the performance of teachers or they are

not in line with what is expected of the teachers. This was evident in the above presentation
57
where it was found out that there are no clear programs designed for mentoring and coaching. It

could also be that schools lack experienced teachers to mentor others as well as coach them

, the results are statistically significant which means that training leads to improvement on the

performance of teachers. The B value 0.296 shows that whenever teachers go for training the

performance will improve by 0.296 units.

58
 CHAPTER FIVE

INTERPRETATION AND DISCUSSION OF THE FINDINGS.

5.1 Introduction

This chapter presents a summary of the findings and interpretation of results made with

reference to career development and teacher performance in primary schools in Buteza sub

county Sironko District.

5.2 Summary of Findings

From the study findings, a summary was made with regard to career development and teacher

performance in primary schools in Buteza sub county Sironko District, the following summaries

in line with research objectives were made;

5.2.1: Effect of training on Teacher performance in primary schools.

The study sought to answer the research question which aimed at finding the effect of training on

teacher performance in primary schools. In order to answer this question, respondents were

asked to give their views on different variables that determine training and its effect on

performance. Most teachers (61.1%) confirms that there are trainings programs available. Most

of teachers have gone or believe their colleagues have undertaken training programs as per the

study results. Whereas there are trainings taking place, teachers still experience problems. These

problems could be finances and time which may not be enough to enable them complete their

studies in time. The study went further and carried out a correlational test between training and

performance. The result obtained was 0.970. This shows that there is a very high positive

correlation between training and teacher performance in class meaning an increased number of

teachers taking on career development, leads to an increase in performance in schools. 0.006

59
from the correlation results shows that the results are significant at 0.01 significant level this

further indicates that the training has a positive significant impact on the performance. This

findings are supported by Barker (1980) who argued that training leads to change in social skills

and improves the goals of the organisation by improving relationships between people so that

there is less misunderstanding and fruitless fighting and better communication, trust and respect

for others, pro action and initiation,awareness of self and others feelings, sense of self confidence

and self responsibility and reduces self defeating behaviors .Performance after training should be

reliable, faster, less stressful resistant to decline, few accidents, less sensitive to heavy workload

and fatigue, working environment being favorable.

5.2.2: Mentoring and teacher performance

Mentoring is an essential leadership skill which in addition to managing and motivating people,

it’s also important in helping others learn, grow and become more effective in their jobs.

Therefore mentoring can help teachers become more reliable in their fields. In order to find out

how important mentoring is, and also to answer the research question raised in chapter one on

how mentoring affect teacher performance, respondents were asked to give their opinions on

whether teachers are allowed to teach different classes, the study found out that majority of

teachers (76.4%) confirmed that teachers are allowed to teach different class. This helps in

mentoring teachers and thus enabling them to teach all classes with ease. Teachers were further

asked whether they are allowed to teach any subject. The result showed that majority of teachers

are not allowed to teach any subject, this therefore proves that these teachers are not mentored

into being multitasking to enable them stand in place of another teacher who may not be on duty.

Having specialized teachers in certain subjects, may make some classes not to be taught in case

the teacher in charge gets a problem. The study further performed a correlational test between the
60
two variables. At 0.933, the results showed that mentoring has a high positive correlation with

performance. This indicates that if teachers are mentored, there will be an improvement in

performance and vice versa. At a coefficient of 0.020, it was also proved that correlational results

were also significant at 0.05 Level, hence mentoring brings significant change to performance.

This is findings is in agreement with Boreen (2000) who asserted that; to reform teacher quality

and retention, teacher educators, researchers, professional organizations, and policymakers are

seeking ways to better prepare and support individuals who are new to the profession. Extensive

efforts have been made to improve teacher training and provide assistance to teachers during

their beginning year. New teachers most often find themselves in new school cultures, alone in

classrooms with new students, and only a mentor on which to rely. That mentor can help to

determine the amount of time that the beginning teacher will remain in the education field.

This findings however do not much with what is being done in many schools. Whereas there is a

high correlation between mentoring and performance, the ineffectiveness in how mentoring is

done leads it to have no significant change on the perfomance. This is after running a stepwise

regression analysis.

5.2.3 Coaching and teacher performance

Finally the study results showed that the explanations of terms involved in teaching are well

explained to the teachers since 26.4% of the respondents strongly agreed, 25% agreed. This are

the majority respondents indicating that coaching takes place. However on finding how coaching

takes place, the respondents were asked to give their views on whether explanation of conditions

of work are carried which is part of coaching, this showed that most teachers don’t get the

attention they require when it comes to coaching. Majority of them are left to find their way of

61
carrying on with teaching which is very dangerous when it comes to performance of these

teachers. The study went ahead to find out the opinion of teachers on whether coaching covers

all aspects of communication; their responses shows that there is a gap in communication which

leads to inefficiencies in coaching and transfer of knowledge from the senior teachers to junior

teachers in teaching profession. This mixed results prompted the study to perform a Pearson

correlation test between coaching and performance to determine how coaching varies with

performance. The results obtained shows that coaching has a high positive correlation on

performance (0.923). This result shows that an increase in coaching programs will automatically

lead to increase in performance and vice versa. The results further showed that they were

significant (0.026) at 0.05 significant level, thus showing how important coaching is in

improving the performance in schools. In answering the research question on how coaching

affects the performance, it’s therefore clear that it has positive relationship therefore when

practiced, the performance goes up and if not practiced, the performance goes down.

Furthermore, Harwell-Kee (1999), is in agreement with the findings by saying that “Coaching is

being used to build communities of teachers who continuously engage in the study of their

profession. They provide a formation for the follow-up to instruction that is essential for

obtaining new teaching skills and strategies”. He further states that “Coaching integrates a

teacher’s learning with the teacher’s practice. It gives participants ongoing feedback and makes

activities of the whole-school, collegial endeavor. Coaching provides support and ways to

improve each teacher’s own professional development.

However, the study shows that there is inefficiencies of coaching in the sub county, this was after

running a stepwise regression analysis, this is attributed to the fact that the mode or methods of

62
coaching are not favorable and therefore they are not causing any significant change in the

overall performance.

63
 CHAPTER SIX

CONCLUSION AND RECOMMENDATIONS

6.1 Introduction

This chapter presents the conclusions of the study findings and recommendations following the
study objectives.

6.2 Conclusion

In light of the following discussion and analysis of regard to career development and

performance in Buteza Sub County, Sironko District, the following conclusions were made;

Results of the first objective indicated that training has a positive impact on employee

performance (0.970) at 0.01 significant level. There was also a positive correlation between

mentoring and performance (0.933) at 0.05 Level. It was also found out that coaching has a

positive impact on performance (0.923) being significant at 0.05 level.

The multiple regression results however, indicate that its only training that is efficient when it

comes to improving performance. This means that mentoring and coaching on their own cannot

lift the performance standards in schools, thus why they have been excluded from the regression

analysis. Whereas they have a positive impact, this impact is dependent on the qualification and

training attained by the teachers there by becoming a secondary input towards improving

performance. Therefore schools should put more emphasis in ensuring that teachers go for

refresher courses as this is the valuable tool which will ensure that significant performance is

realized.

64
6.2 Recommendations

Basing on summary of findings and conclusions, concerning career development and

performance in Buteza sub county, Sironko District, the following suggested recommendations

have been arranged according to the research objectives in the following discussion below;

6.2.1 Training on Performance

It was found out that most teachers are not aware of the availability of refresher courses yet the

study results shows that training is the most effective tool of improving performance in schools,

its therefore in this array that school management and district education official should

encourage teachers to take on career development programs.

District education officials should inform teachers in case there are any available sponsorship

training programs.

Seminars should be organized at sub county level and be facilitated by qualified education

officials to train the teachers.

6.2.2 Mentoring on Performance

School heads should set clear programs on mentoring to ensure that it becomes successful. This

will have to involve experience teachers mentoring the unexperienced ones and not the other way

round.

New teachers should not be ushered directly into teaching but will have to be under an

experienced teacher for a given period of time to enable them learn from their seniors.

Teachers once in while should have cross teaching where teachers move to different schools

within the district to share the experience and learn from each other. This will go along way in

improving the teaching methods in the sub counties.

65
6.2.3 Coaching and performance.

From the regression results above, it was found out that coaching though it has a positive impact

on performance, it was not effective in ensuring that good performance is realized in schools,

therefore, schools administration should put all conditions in place and ensure that the coach is a

person with the capacity to deliver right information the coachee thereby ensuring that the

information recipient are receiving what can help them improve performance.

Coaching requires a good listener. The study found out that coaching wasn’t effective which

could be attributed to the fact that teachers are always busy due to their small numbers and thus

have no time to listen and learn. This therefore requires school to provide ample time and

conducive environment for coaching.

Teachers selected to provide coaching should be trained on how to deal with different moods of

teachers since this is the basis for better output.

In summary, the District educational commission should establish the relevant courses which are

geared towards improving educational performance in the sub county. The officials should then

encourage the teachers to apply with a promise of better pay after completing. This will

motivates many teachers to take on these courses thereby improving on their scope of knowledge

and in the long run this will improve the teaching standards leading to improved performance.

6.3 Suggested Areas for Further Research

On the basis of the summary of findings and conclusions, concerning career development and

teacher performance in Buteza Sub county, Sironko District, the following areas for further

research were suggested by the researcher,

66
The research study was based on a small area and study population, subsequent studies should be

taken up in a wider area and with a bigger sample size in order to enrich and throw more light in

this area of career development and teacher performance.

Further research should be carried out in different institutions particularly Non-Governmental

Organizations. Other ways not included in the study of improving training and employee

performance that is not included in the study should be given attention. There is need to look into

more areas so as to come up with a more comprehensive and concrete conclusion.

Further studies could be done on other variables under teacher performance such as high

productivity, work commitment, efficient and effective policy implementation.

There may be other interesting variables that may be looked at by other researchers since these

variables could only explain a smaller extent of the variations in teacher performance in relation

to career development. Such include motivations and workshops.

67
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 APPENDICES

Appendix I: Questionnaire

Dear Respondents,

I am a student of Uganda Christian University and I am carrying out a research on the effect of

career development on Teacher performance in primary schools. This questionnaire has been

constructed to investigate the contribution of career development on performance teachers

particularly in Buteza Sub-county. The information you give will help the researcher understand

better the contribution of this and hopes the findings will contribute to improving your situation.

The information obtained will be handled with care and confidentiality. It will be used for

academic purpose only.

Thank you very much for your time and co-operation.

Demographic Features

1. Age bracket of the respondent

Below 25 Years 25-35 Years 35-45 years 45-55 years

Over 55 years

2. Sex of the respondent

Male Female

3. Level of Education of the respondent

(i) Primary (ii) secondary (iii)Diploma (iv) Degree

(v) Post graduate (vi) ot teachers specify................................................................

4. Teaching experience

0-5 Years 5-10 Year 10-15 Years 15-20 Years

20-25 Years Over 25 years

72
1-strongly agree ,2-Agree, 3-Not sure, 3-Disagree ,4-strongly disagree

1 2 3 4 5
TEACHER TRAINING
There are staff training programmes.

Teachers have undertaken training.

Staff Training Challenges

Training can be taken by any teacher willing to upgrade his/her career

Teacher sponsorship and capacity building
MENTORING
Teachers are allowed to teach different classes
There is room to teach any subject
Teachers are given opportunities to take on other administrative responsibilities
without necessarily having trained for them

Mentoring and Teacher’s performance

Staff mentoring in schools
COACHING
Explanations of terms are carried out routinely

Explanation of conditions are carried out

Coaching covers all aspects of communication
Duties of various Teachers are outlined
Roles of Teachers in Schools
Coaching is carefully planned by the head teacher
Evaluation is carried out always
PERFORMANCE
I Plan for my lessons appropriately in advance
I involve director of studies in planning for my lessons
I do remedial lessons on my own
Due to limited time, at times the school administration orders to do remedial classes

73
During teaching, I offer career guidance to pupils
I offer counseling to students who have different problems in schools as regards to
studies
I offer counseling to students who have different problems in families as regards to
studies
Teachers complete the syllabus within the required time
I give tests to students

I mark exams of students

Intervening variables
All teachers aim to go for career development
Career development helps to improve in performance.
There is a positive relationship between teachers and pupils as well among teachers
Up-to-date infrastructural facilities enables me carry out lessons with convenience
Staff Welfare Provision and Allowances in schools
I feel am well qualified to take on any task at school

In your views what do you think government can do to improve on teacher performance?
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

What are the factors that hinder teachers from taking career development programs?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………

74
 THANK YOU FOR YOUR COOPERATION

APPENDIX II:Interview Guide

1. What can you say as being the key contribution(s) of poor performance in primary
schools in this sub county?
2. In which ways has training increased teacher performance in this sub-county?
3. Please comment on the quality of education in this sub county?
4. How has career development by teachers improved their attitude towards teaching in the
sub county?
5. In which ways does mentoring promote improved methods of teaching?
6. In which ways has career development lead to improved performance?
7. What is your comment on the quality of education services provided by the government
in this sub county?
8. In what ways can the government improve on access and quality of education in this sub
county?
9. In which ways can teachers be motivated so as their morale to teach increases?
10. Any other comment(s)?

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APPENDIX III: TABLE FOR DETERMINING SAMPLE SIZE FROM A GIVEN
POPULATION

N S N S N S

10 10 220 140 1200 291

15 14 230 144 1300 297

20 19 240 148 1400 302

25 24 250 152 1500 306

30 28 260 155 1600 310

35 32 270 159 1700 313

40 36 280 162 1800 317

45 40 290 165 1900 320

50 44 300 169 2000 322

55 48 320 175 2200 327

60 52 340 181 2400 331

65 56 360 186 2600 335

70 59 380 191 2800 338

75 63 400 196 3000 341

80 66 420 201 3500 346

85 70 440 205 4000 351

90 73 460 210 4500 354

95 76 480 214 5000 357

100 80 500 217 6000 361

110 86 550 226 7000 364

120 92 600 234 8000 367

76
N S N S N S

130 97 650 242 9000 368

140 103 700 248 10000 370

150 108 750 254 15000 375

160 113 800 260 20000 377

170 118 850 265 30000 379

180 123 900 269 40000 380

190 127 950 274 50000 381

200 132 1000 278 75000 382

210 136 1100 285 1000000 384

Source: Krejcie & Morgan (1970, as cited by Amin, 2005)

Please note.

N is population size.

S is sample size.

77