Working conditions and teacher performance in selected private secondary schools in Namugongo division, Wakiso district, Uganda

Abstract

The study focused on examining working conditions and teacher performance in selected private secondary schools in Namugongo division, Uganda The study was guided by three objectives, to analyze the relationship between supervisor supports and teacher’s performance in private secondary schools, to examine the relationship between physical work environments and teacher’s performance in private secondary schools and to assess how performance review feedback relates to teachers’ performance in private secondary schools in Namugongo division Wakiso district Uganda. The study utilized a quantitative approach for data collection, analysis, presentation, and discussion. The research collected views of 138 teachers Findings of the study on relationship between supervisor support and teacher performance revealed correlation coefficient of 0.916 between supervisor support and teacher performance, indicating a strong positive relationship. The study also found a moderate relationship between physical Work Environment and Teacher Performance. Specifically, the correlation coefficient between physical work environment and teacher performance is 0.893, indicating a moderate positive relationship. This suggests that as the physical work environment improves, there is a corresponding improvement in teacher performance. The study found a strong positive relationship between performance review feedback and teacher performance. Specifically, the correlation coefficient between performance review feedback and teacher performance is 0.754, indicating a strong positive relationship. This suggests that as teachers receive more feedback on their performance, there is a corresponding improvement in their performance. The findings have highlighted the significance of supportive relationships between supervisors and teachers, supervisor involvement in teaching programs, good working relationships with head teachers, and regular supervision in enhancing teacher performance. The study also identified advocacy roles by the director of studies and support supervision as important factors that influence teacher job commitment and competence. The study suggests that a supportive work environment and positive relationships with supervisors and head teachers can lead to greater job commitment, higher teacher retention rates, and better teaching outcomes. Schools should encourage supervisors to provide teachers with support, encouragement, and feedback, to foster a sense of ownership and pride in their work, which can lead to better performance outcomes. Schools should encourage supervisors to participate in teaching programs and share their expertise with their staff, to enhance teacher skills and knowledge, and deliver high-quality lessons.