Browsing by Author "Kyozira, Peter"
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Item Performance appraisal practices and teacher effectiveness in government-aided primary schools of nambale sub-county in Iganga District, Uganda(Kyambogo University [unpublished work], 2023-03) Kyozira, PeterThe purpose of this study was to examine the relationship between performance appraisal practices and teacher effectiveness in Government Aided primary schools of Nambale Sub- County in Iganga District. The objectives of the study were to examine the relationship between performance planning and teacher effectiveness, assess the relationship between performance monitoring and teacher effectiveness and establish the relationship between performance evaluation and teacher effectiveness. A correlational cross-sectional survey design was adopted and quantitative approach was used in the study. Data were collected using structured questionnaires based on a sample size of N = 101 teachers in government aided primary schools of Nambale Sub county in Iganga District. The study revealed that there is a statistically significant positive relationship between performance planning (r = .276, p = .005) and teacher effectiveness and a strong positive relationship between performance monitoring (r = .294, p = .003) and teacher effectiveness. The study also revealed that there was no statistically significant relationship between performance evaluation (r = .108, p = .281) and teacher effectiveness. Through regression, findings revealed that performance monitoring and performance planning significantly predicted teacher effectiveness (F (1, 99) = 9.394, p = 0.003 <0.05, F (1, 99) = 8.195, p = 0.005 < 0.05) respectively. Performance evaluation (F (1, 99) = 1.173, p = .281 < 0.05,) negatively and insignificantly predicted teacher effectiveness. The study recommended that Ministry of Education and Sports and the local governments should ensure that performance appraisal practices most especially performance planning and performance monitoring are strengthened in order to foster the effectiveness of teachers. Also, there is need to sensitize teachers on the importance of performance evaluation so that they positively receive it in the spirit of support supervision as opposed to mechanism of victimization. The recommendations suggested are not only intended for increasing individual teacher effectiveness, but also overall school effectiveness.Item Validating measures of hertzberg-two-factor theory in the context of academic staff at kyambogo university(African Journal of Education, Science and Technology, 2024-10-25) Kato, Joshua Kimata; Mugizi, Wilson; Kyozira, Peter; Ariyo, Gracious Kaazara; Bamusibule, CharlesThe study validated the measures of Hertzberg two-factor theory in the context of full-time academic staff at Kyambogo University. Basing on the conceptualization by Hertzberg (1951), the theory was studied in terms of intrinsic and extrinsic job satisfaction. This cross-sectional study involved a sample of 201 from full-time academic staff at Kyambogo University, data were collected using a self-administered questionnaire. Descriptive statistics and structural equation modelling (SEM) using Smart PLS for partial least square structural equation modelling (PLS-SEM) was used to determine the measures of two-factor theory. Descriptive results indicated that two constructs of intrinsic and extrinsic job satisfaction were high. PLSSEM indicated that the two constructs of intrinsic and extrinsic job satisfaction were appropriate measures of the Hertzberg two-factor theory. It was concluded that Kyambogo University managers promoted high level of intrinsic and extrinsic job satisfaction towards academic staff. Therefore, the study recommended that Kyambogo University managers need to ensure both intrinsic and extrinsic job satisfaction is enhanced among full-time academic staffItem Validating the Measures of Emotional Intelligence-Based Performance Theory in the Context of Academic Staff at Kyambogo University, Uganda(East African Journal of Interdisciplinary Studies, 2024-09-20) Kato, Joshua Kimata; Mugizi, Wilson; Kyozira, Peter; Ariyo, Gracious KaazaraThe study validated the measures of Emotional Intelligence Based Performance Theory in the context of full-time academic staff at Kyambogo University. Basing on the conceptualization by Goleman (1998), Emotional Intelligence Based Performance Theory was studied in terms of selfawareness, self-management, social awareness, and relationship management. This cross-sectional study involved a sample of 201 from fulltime academic staff at Kyambogo University, data were collected using a selfadministered questionnaire. Descriptive statistics and structural equation modelling (SEM) using Smart PLS for partial least square structural equation modelling (PLS-SEM) were used to determine the measures of Emotional Intelligence Based Performance Theory. Descriptive results indicated that four constructs of Emotional Intelligence Based Performance Theory of selfawareness, self-management, social awareness and relationship management were high. PLS-SEM indicated that the four constructs of self-awareness, self-management, social awareness and relationship management were appropriate measures of the Emotional Intelligence Based Performance Theory. It was concluded that Kyambogo University managers need to promote a high level of self-awareness, self-management, social awareness and relationship management among academic staff. Therefore, the study recommended that Kyambogo University managers need to emphasise selfawareness, self-management, social awareness and relationship management among full-time academic staff.