Performance management and teacher effectiveness in government aided primary schools in bulaago coordinating centre, bulambuli district, Uganda

Abstract

This study investigated the relationship between performance management and teacher effectiveness in primary schools in Bulaago Coordinating Centre, Bulambuli District, Uganda. The specific objectives that guided the study were; to assess the relationship between goal setting and teacher effectiveness in primary schools in Bulaago Centre Schools; to examine the relationship between performance appraisal and teachers’ effectiveness’ in primary schools in Bulaago Centre Schools; and to analyse the relationship between career development and teachers’ effectiveness in primary schools in Bulaago Centre Schools. A correlational research design was employed on a sample of 102 teachers for the questionnaire. Data were collected using a questionnaire and analysed using quantitative methods. Quantitative data analysis involved descriptive and inferential statistics. Descriptive statistics included frequencies, percentages, means and standard deviations. Inferential analysis involved structural equation modelling (SEM) which was used to test relationships between the study variables. The results revealed that goal setting had positive and significant relationship with teacher effectiveness, therefore the hypotheses were accepted. However, performance management appraisal had positive but insignificant with teacher effectiveness, hence the hypothesis was rejected. It was concluded that performance management elements namely goal setting and career development were imperative for teacher effectiveness while performance appraisal was not essential for teacher effectiveness. However, performance management appraisal had positive but insignificant relationship with teacher effectiveness. It was concluded that goal setting is important for teacher effectiveness, the way performance appraisal is implemented does not enhance teacher effectiveness and career development is necessary for teacher effectiveness. Therefore, it is recommended that administrators should emphasize goal setting in the management of schools, implement performance appraisal in a way that enhances teacher effectiveness, and support teacher career development to enhance their effectiveness.