Workplace equity and job performance of teachers in government aided secondary schools in Lwengo district, Uganda

Abstract

This study examined the difference between workplace equity and job performance among teachers in government-aided secondary schools in Lwengo District, Uganda. Specifically, the study focused on examining differences in Recognition equity, Growth equity, and Pay equity in relation to teachers' job performance. A total of 183 teachers were selected using stratified and simple random sampling techniques, and data were collected using structured questionnaires. Inferential statistics, including independent-samples t-tests and one-way ANOVA, were employed to test the hypotheses at a 5% significance level. The results revealed significant differences between all three dimensions of workplace equity and job performance. Teachers perceiving high Recognition equity demonstrated significantly higher job performance (t (181) = 4.21, p < 0.001) compared to those with low recognition. Similarly, differences in Growth equity levels produced a significant effect on job performance (F (2,180) = 11.36, p < 0.001), with teachers perceiving high growth opportunities performing better than their peers with low or medium growth equity. In addition, Pay equity was significantly associated with improved job performance (t (181) = 3.57, p = 0.001). Consequently, all null hypotheses (H1, H2, and H3) were rejected, confirming that Recognition equity, Growth equity, and Pay equity significantly and positively influence job performance among teachers in government-aided secondary schools in Lwengo District. The study concluded that fair recognition mechanisms enhance teacher morale and commitment, equitable professional growth opportunities improve adaptability and engagement, and transparent compensation practices foster job satisfaction and reduce turnover intentions. These findings underscore the critical role of workplace equity in driving teacher performance and institutional success. The study recommends implementing comprehensive recognition programs, expanding professional development opportunities, ensuring equitable and transparent pay structures, promoting teacher leadership, and fostering a supportive and inclusive school culture. Future research could explore the longitudinal impact of recognition and growth programs on teacher retention and academic outcomes, as well as the role of digital learning tools in promoting equity and teaching effectiveness in Ugandan secondary schools.