Browsing by Author "Anyango, Mary"

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Human resource practices and quality assurance among teachers in public secondary schools in the central Region, Uganda
(East African Journal of Interdisciplinary Studies., 2020) Anyango, Mary; Kamaduuka, Regis Zombeire; Kaahwa, Goretti
he study aimed at establishing the influence of human resource practices on quality assurance among secondary school teachers in the central region of Uganda. It was guided by the objective of establishing the relationship between on-job training, off-job training, and promotions on quality assurance among teachers in the central region of Uganda. It was a desktop content review of literature journal articles and research dissertations that was thematically analysed. The findings obtained showed that to a great extent, the provision of on-job training, off-job training and promotions to teachers enhances the quality assurance in secondary schools. Thus, it was concluded that the professional development of teachers is a critical aspect that all administrators should not neglect. Consequently, it was recommended that junior teachers should be assigned to senior teachers who should act as coaches, supervisors and mentors. Also, off-job training policies should be developed to enhance teachers’ teaching skills and once trained; the teachers have to be promoted.
Performance Management and Job Performance of Academic Staff at Makerere University, Uganda
(Kyambogo University [unpublished work], 2023-10) Anyango, Mary
The study sought to establish the relationship between performance management and the job performance of academic staff at Makerere University. It was based on four study objectives: (i) to establish the relationship between goal setting and job performance; (ii) to establish the relationship between staff performance appraisal and job the performance; (iii) to establish the relationship between staff career development and job performance; and (iv) to examine the relationship between rewards and the job performance of academics. The research employed a comprehensive mixed-methods approach, incorporating both quantitative and qualitative methodologies. A total of 184 academic staff members were involved in the study, comprising 174 lecturers as primary respondents for the collection of quantitative data, along with 5 administrative staff and 5 heads of department who provided valuable qualitative insights. Whereas lecturers were selected using random sampling, heads of department were purposively sampled. Data were collected using a self-administered questionnaire and interview guide. The collected data were analysed using frequencies, mean, percentages, and standard deviation at the descriptive level, while at the bivariate level, simple linear regression, factor analysis methods, and multiple regression analysis were applied. Findings revealed that there is a significant positive relationship between goal setting and job performance of academic staff (r= 0.549, p=0.000), there is a significant positive relationship between staff appraisals and job performance of academic (r = 0.552, p = 0.000), there is a significant positive relationship between career development and job performance of academic (r = 0.397, p = 0.000), there is a significant positive relationship between rewards and job performance of academic (r = 5.64, p=000) at Makerere University. The qualitative results were categorically analysed following the themes based on the four study objectives. It was concluded that performance management dimensions are significantly related to the job performance of academic staff at Makerere University. It was also concluded that; goal setting is imperative for the job performance of academic staff, staff performance appraisals are essential for the improvement of job performance of academic staff, staff career development is vital in improving job performance of academic staff, and rewards are necessary for the effective job performance of academic staff at the university. The study recommended that to boost the performance of academic staff in the three colleges; College of Education and External Studies, College of Humanities and Social Sciences, and College of Business Administration and Management Science, the university’s management should streamline the goal setting process to enhance the job performance of academic staff. Heads of department and administrators in the university should strengthen the implementation of staff performance appraisal. Management of the university should also endeavour to implement effective staff career development practices that enhance performance of academic staff. Additionally, university management should transparently implement and improve the reward procedures for academic staff in order to enhance the job performance of academic staff at the university.