Administrative practices of head teachers and teacher performance in Buhimba sub county secondary schools Hoima district, Uganda

Abstract

This study was carried out to assess the influence of school administrative practices of head teacherson teacher performance in selected secondary schools in Buhimba Sub-County-Hoima District. Specifically, the study beseeched the influence of teacher selection,time tabling and record keeping on teacher performance. To achieve the study objectives, a cross-sectional study design was applied using both qualitative and quantitative approaches. Purposive and simple random sampling techniques, a sample size of 130 respondents was drawn comprising of teachers, headteachers, Schools’ BOG and PTA members, District Education and MoES Officers. Data was collected using questionnaires, interviews and documentary review. Analysis of the collected data involved computation of descriptive statistics and inferential statistics involving Pearson’s correlation and Linear regression analyses for quantitative data and discourse analysis for qualitative methods were also used in analyzing the data. From the analyses, results revealed a significant influence of teacher selection for supervision on teacher performance (B=0.672, R=0.447,P<.001), timetabling significantly predicted teacher performance (B=0.757, R=0.570,P<.001)and a significant influence of record keeping on teacher performance (B=0.411,R=0.162,P<.001) in Buhimba Sub County. It was concluded that; teacher selection influences teacher performance, time tabling impacts on teacher performance and record keeping influences teacher performance (though to a small extent compared to teacher selection for supervision and time tabling).It is recommended that headteachers should: adopt an appropriate teacher selection criterion when it comes to supervision of class teaching; ensure regular and careful assessment of teachers and provide a clear notation of expectations of records to be reviewed and parameters to be fulfilled in accordance with supervision guidelines; and timetable formulation should involve all teachers to cater for every member’s needs and preferences.