Work load allocation and teacher performance in selected secondary schools in Nakawa division Kampala Capital City Authority

Abstract

The research aimed at examining the effect of workload allocation on teacher performance in selected secondary schools in nakawa Division- Kampala Capital City Authority. A cross sectional survey research design involving both qualitative and quantitative approaches was used. Both simple random and purposive sampling techniques were used to select respondents. Primary and secondary data were collected by using interview, documentary review and analyzed qualitatively using content analysis. The data were collected from teachers, directors of studies, heads of subjects, deputy headteachers and head teachers from four selected secondary schools (.V=92). Content analysis was used for the qualitative responses, while descriptive statistics such as correlations and regressions were used for quantitative data. The study results revealed that there existed heavy academic workload allocation in Nakawa secondary schools which ruined teacher performance in terms of teaching-learning effectiveness and educational quality. Results indicated teachers did not play a very important ro le in the development of students' attitude, morale and interest in co-curricular activities in secondary schools of nankwa division. Administrative workload allocation has a significant effect on teacher performance (~=0.282, t=2.202, significant at 0.000 being less than 0.05). The study concluded that, Academic Workload Allocation had an insignificant effect on teachers pe1formance in secondary schools in Nakawa Division-KCCA (r =.O 17). There existed a weak positive relationship between the role played by the teachers and student " involvement incocurricular activities (adjusted r= .572). The results indicated that Administrative workload allocation has a significant effect on teacher performance (r =0.07). The study recommended that; Headteachers and other stakeholders in education need to enforce use of workload allocation standards in secondary schools in bid to enable teachers improve their performance. The curriculum for teacher training should include professionalism in co-curricular activities. Teachers should be re-trained in best mechanisms of handling administrative tasks such as guidance and counseling, discipline actions for different crimes among others. The suggested that further research in the following areas: The transition of talented learners from fom1al schools to professional co-curricular clubs. To examine the- effect of Innovative timetabling of academic workload allocation on teachers performance in secondary schools in Uganda.