Human Resource Management Practices and Teachers’ Performance in Universal Primary Education Schools of Kyankwanzi District, Uganda

Abstract

This study examined the relationship between Human Resource Management (HRM) Practices and Teachers’ Performance in Universal Primary Education Schools of Kyankwanzi District. The study was guided by Herzberg’s Two Factors Theory of motivation (1959). The study adopted a cross sectional survey applying both quantitative and qualitative research methods. A total of 125 respondents comprising head teachers, teachers and District Education Officer participated in the study. Data was collected through questionnaire administration and key informant interviews. The collected data were analysed descriptively using SPSS® computer software version 21. The study findings concluded that, training is generally low in UPE schools. As a result, pupils in UPE schools perform poorly compared to those in private schools. The study also concluded that rewards are generally unsatisfactory for teachers. This does not only negatively affect performance of teachers but pupils as well which is why UPE schools are outperformed by private schools. It was also concluded that resourcing practices were not effectively managed. Many UPE schools had poor screening mechanisms of job applicants and ended up hiring less qualified teachers. The study recommended that: There is need for Ministry of Education to effectively implement the National Teacher Policy teacher designed to professionalize teachers, develop standards and improve the development, management, and utilization of teachers in Uganda; There is need for district local governments in collaboration with the central government especially ministry of finance to consider introducing bonus and allowance schemes for all teachers under UPE program to motivate them; There is need for school head teachers to directly have an input in the recruitment process because they understand well the kind of teachers they need

Keywords: Human Resource Management, Teachers’ Performance

DOI: 10.7176/JEP/13-2-03

Publication date: January 31^st 2022