Teachers’ Welfare and Performance of Government Aided Primary Schools in Isingiro District, Uganda

Abstract

Purpose: The purpose of this research was to establish the relationship between teachers’ welfare and performance of government aided primary schools in Isingiro district, Uganda. Methodology: A cross sectional research design and post-positivist paradigm were used to collect data from 118 government aided primary schools in Isingiro district, Uganda where 475 respondents participated in the study. The study used closed-ended questionnaires, interview guide and checklists. The schools to be included were selected using simple random sampling and were considered as unit of analysis while the respondents who included District officials, head teachers, teachers and school management committee members formed the unit of enquiry, these were selected purposively based on the knowledge they had on the subject matter. Each school selected, provided the information from the respondents who in this case were the head teacher, two teachers and a chairperson of school management committee member. The research was guided by the null hypothesis, Ho1: Teachers’ welfare has no relationship with performance of government aided primary schools in Isingiro district, Uganda. Findings: The findings of the study revealed  a positive significant relationship between teachers’ welfare and performance of government aided performance primary school at 99% level of confidence (r=.546, p