Welfare factors and teacher performance in government aided primary schools in Kayonza sub-county, Kayunga district

Abstract

This study examined welfare factors and teacher performance in government-aided primary schools in Kayonza Sub-county, Kayunga District. Specifically, it assessed how working conditions, rewards, and fringe benefits influence teacher performance. A correlational and cross-sectional research design was used, and data were collected through a self-administered questionnaire from a sample of 220 teachers. Descriptive and regression analyses were conducted. Findings revealed that teacher performance is significantly shaped by working conditions, rewards, and fringe benefits. A safe work environment, non-financial rewards, and opportunities for professional development emerged as the strongest positive predictors of performance. Conversely, financial rewards, accommodation, healthcare, and retirement benefits showed limited or no direct influence. Surprisingly, the provision of meals had a negative association with performance, highlighting the need to design welfare interventions more thoughtfully. The study recommends improving working conditions by ensuring safe, supportive, and well-resourced school environments; strengthening non-financial incentives such as recognition and professional development; and tailoring fringe benefits to address teachers’ immediate professional needs. Although healthcare and retirement benefits did not directly influence performance, they remain vital for long-term job satisfaction and should be managed transparently.