Teacher training, remuneration and academic performance in primary school : a comparison of private and government aided schools in Adjumani district, Uganda

Abstract

This study examined the influence of teacher training and remuneration on academic performance of pupils in private and government aided primary schools in Adjumani District. Pupils’ academic performance is influenced by teacher-related factors such as teachers’ training and remuneration, among others. Academic performance in Primary Leaving Examination (PLE) of government and private schools was considered for years 2015-2019. The study was guided by three specific objectives which included; examine the perceived influence of teacher training on the academic performance of pupils in two categories of schools, determine the perceived impact of teacher remuneration and academic performance, and finally establish other factors that influence academic performance of pupils. I adopted a research design combining qualitative and quantitative approaches, 14 key informants were interviewed, including head teachers, classroom teachers, the district Education Officer, Senior Education Officer and the District School Inspector. Two Focus Group Discussions were conducted with School Management Committee (SMC) members and Parents and Teachers Associations (PTA). The study results showed that private schools perform better than government schools in PLE, and that there exist differences between the two categories of schools in some variables. For instance, the two categories of schools remunerate teachers differently, and this was a possible basis for the differences in performance. Therefore, this study concluded that teacher training and teacher remuneration have a positive impact on pupils’ academic performance. The other factors that influence pupils’ academic performance include teacher supervision, distance traveled to school and school basic inputs, in addition, community participation, teacher work overload, inadequate school inputs, and teachers’ experience played an important role in pupils’ academic performance. The study recommends that training needs assessment should be conducted for teacher training to be effective in both private and government aided schools. More innovative forms of remuneration such as those used in private schools should be adopted by government aided schools.