Mathematics teachers’ competence and their performance practices in primary schools in Pallisa District.

Abstract

The study examined the relationship between mathematics teachers’ competence and teacher performance practices in primary schools in Pallisa District. Mathematics teachers’ competence was believed to have an effect on the teacher’s performance practices and was conceptualized into teacher qualifications, teacher experience and teacher commitment. The purpose of this study therefore, was to investigate the relationship between mathematics teachers’ competence and teacher performance practices in primary schools in Pallisa District. The study was guided by three objectives namely; to find out the relationship between Mathematics teacher qualifications and teacher performance practices in primary schools in Pallisa District; to determine the relationship between Mathematics teacher experience and teacher performance practices in primary schools in Pallisa District and to seek the relationship between Mathematics teacher commitment and teacher performance practices in primary schools in Pallisa District.

The study was both qualitative and quantitative guided by a cross-sectional survey design involving a number of 120 mathematics teachers and 20 head teachers selected from 107 primary schools using purposive sampling techniques. Data was collected using a self administered questionnaire for teachers, interview guide for head teachers, observation guide and documentary analysis guide on mathematics teachers’ competence and their performance practices in primary schools. Data were analyzed using SPSS version 16.0 for Windows. At univariate level, descriptive statistics (frequencies, percentages, means and standard deviations) were used while at the bivariate level, Pearson’s correlation coefficient index techniques were employed and qualitative data was analyzed through thematic analysis.

The study revealed that there was a moderate positive relationship between mathematics teachers’ qualifications, experience, commitment and teacher performance practices in primary schools. From the study findings it was concluded that there is a moderate positive significant relationship between mathematics teachers’ qualifications, experience, commitment and teacher performance practices in primary schools.

From the study conclusions, it was recommended that if mathematics teachers’ performance practices are to be improved in Pallisa District, the Ministry of Education and Sports, and its education officials at the district should therefore, ensure that they train more mathematics teachers, encourage them to stay in the teaching profession by improving their conditions of service and that teachers are empowered to make decisions in schools through delegation of duties. The value of this research has been enhanced that the results could be used as a teaching feedback tool for participants involved in the study to examine, reflect and improve on their mathematics teacher performance practices in schools.