Professional teacher empowerment and job performance in government aided secondary schools in Kalungu District

Abstract

The purpose of this study was to investigate the relationship between Professional teacher empowerment and job performance in Government aided secondary schools in Kalungu District. The study was guided by three specific objectives. The first objective focused on the relationship between teachers’ professional development and job performance in Government aided secondary schools in Kalungu District. The second objective was to establish the relationship between teachers’ involvement in decision making and job performance in Government aided secondary schools in Kalungu District. The third objective was to establish the relationship between teachers’ working conditions and job performance in Government aided secondary schools in Kalungu District. The study used a descriptive cross - sectional survey design. The study used a mixed approach that is to say, quantitative and qualitative approaches. Four schools out of eight government aided secondary schools of Kalungu district were selected. A sample size of 136 respondents was used for the study. The sample constituted of six administrators, 130 teachers from all the four selected secondary schools. The instruments for the research were interview guide for administrators and questionnaire form for teachers. Data was analysed using descriptive analysis using mean, standard deviation, frequency distribution tables as well as inferential analysis by use of Pearson correlation coefficient index. From the study findings it was deduced that a medium relationship of (r = 0.0511, p- value 0.000<0.05) exists between teachers’ professional development and job performance. Also, the study found that majority (97%) (r = 0.97, p-value 0.000<0.05) of the respondents indicated that a strong relationship exists between involvement in decision making and teachers’ job performance in government aided secondary schools in Kalungu District. Also the study findings revealed that a significant positive relationship of (r = 0.912, p-value 0.000<0.05 which is 91.2% exists between working conditions and teachers’ job performance in government aided secondary schools in Kalungu District. This means that working conditions greatly affect teachers’ job performance. The study concludes that teachers were given the opportunity to participate in PDPs. However, these programs are not provided on a regular basis. Also, the study concluded that teachers were involved in decision making. Nevertheless, their involvement was minimal. The study came up with the following recommendations: Professional development programs in form of allowing teachers to go for further studies, organizing and facilitating seminars, workshops, conferences and other refresher courses ought to be paid attention to by education administrators and head teachers so as to attain improved teachers’ job performance.