Work environment and job performance of teachers in secondary schools of kabarole district, Uganda

Abstract

The study investigated the relationship between the working environment and job performance of teachers in secondary schools in the Kabarole District. The objectives of the study were to analyze the relationship between technical environment and job performance of teachers, assess the relationship between human environment and job performance of teachers and to determine the relationship between administrative environment and job performance of teachers in secondary schools of Kabarole District. Using across-sectional survey, data was collected from 158 respondents who included 152 teachers, 2 district-based and 4 school-based administrators by the help of a structured questionnaire and interview guides. Data was analyzed using descriptive statistics, Pearson correlation test and regression analysis. In the findings, a moderate and significant relationship (r =.301, P<0.01) existed between the technical environment of secondary schools, but it did not significantly predict job performance. Access to relevant teaching materials and infrastructure by teachers, increases the likelihood to accomplish their teaching roles as long as the infrastructure is modern, adequate and teachers have the skills to use it. A positive, moderate and significant relationship (r =.279, P<0.01) existed between human environment of secondary schools and it positively predicted job performance. Relevant mentoring and psychosocial support enabled teachers to do their teaching roles better. It was revealed that a positive and significant relationship existed between administrative environment and job performance of teachers (=.640, P<0.01) and positively predicted teacher performance. Support in terms of financial benefits and allowances increased teachers’ performance. Work environment contributed (β =.443, p<.05), about 44.3 % to job performance of teachers which was slightly lower than the summated individual contribution. This resulted from teachers not being able to use the technical environment because it was inadequate and they lacked skills of using it. Teachers were also overworked and schools did not have organized ways of recognizing and supporting them and there was also low motivation among teachers to do professional development. Therefore, Ministry of Education and Sports should adopt a formal Job performance enhancement policy for Secondary school teachers in Uganda, Board of Governors and head teachers should implement relevant teacher mentoring programs in every school so as to empower teachers to build appropriate job skills. District level managers should start playing a crucial role in helping teachers develop appropriate job commitment. Further research is recommended to examine mechanisms and structures that can help school administrators develop and implement better work environments in Secondary schools in Uganda.