Human resource policies and performance of teachers in government aided primary schools in Uganda: a case study of Wakiso district

Abstract

The study examined the influence of human resource policies on teachers' performance in government aided primary schools in Wakiso district. It was guided by three objectives; to establish the influence of staff development policy on teachers ' performance, to find out the influence of recognition of achievement policy on teacher performance, to establish the influence of monetary rewards policy on teacher performance in government aided primary schools. The study used a case study design with both qualitative and quantitative approaches. Data were collected from four district education officials, twelve head teachers, sixty SMCs and seventy three teachers. The collected data were analyzed using frequency counts, percentages, mean and standard deviation. On the other hand, data from interviews and records were analyzed using thematic analysis. The study findings reveal that human resource policies are central in influencing the performance of teachers. The policies determine and influence a conducive working environment while finally the findings show that the human resource policies elevate teachers' morale to do their work thus inducing performance. The study concludes that career opportunities policy is central in activating teachers ' performance in the academic achievement of pupils in primary schools. This is entirely due to the fact that when teachers undertake career opportunities, they attain skills and confidence in their activities which is translated into pupils' performance, that recognition of achievement policy catalyze and propel teachers to performance to enlist school goals. Finally the study concludes that monetary rewards make teachers release their energies towards pupils' achievement. The monetary rewards like allowances allow teachers to keep working when they have not yet received their salaries. Due to decentralization, the human resource policies vary from school to school depending on the available resources to implement the same. The study recommends that the government, MoES and schools should create avenues for teachers to enhance their skills through career opportunities and staff development practices. This can be enhanced through scholarships and study leave to the teachers, that MoES and the district education office should put in place mechanisms and schemes to recognize better performing teachers. This can be done on school open days, awarding scholarships, gifts and promotion. Finally, the study recommends that MoES and the school administration should institute a variety of incentive schemes to motivate teachers in schools. This can be done though reserving a separate fund for giving monetary rewards to teachers.