INSTITUTIONAL MOTIVATIONAL PRACTICES AND TEACHERS’ JOB PERFORMANCE IN SELECTED SECONDARY SCHOOLS IN MBALE MUNICIPALITY, MBALE DISTRICT - UGANDA
Abstract
The purpose of this study was to establish the influence of institutional motivational practices on teachers’ job performance in the Mbale Municipality. It was guided by two objectives: To establish the influence of fringe benefits on teachers’ job performance. (ii) To find out the influence of working conditions on teachers’ job performance in selected secondary schools in Mbale municipality. The study applied a quantitative research approach and a cross-sectional survey design. The target population was both private and government-aided secondary schools in Mbale municipality. A sample of 173 teachers was chosen based on simple random sampling techniques. Data was collected using self-administered questionnaires (SAQ) and analyzed by use of means, standard deviations, Pearson's product-moment correlation coefficient, and linear regression analysis. The study found out that there was a strong positive and statistically significant influence of fringe benefits on teachers’ job performance revealing (r = 0.64, p< 0.05), hence rejecting the null hypothesis. Fringe benefits also revealed a standardized coefficient of (β = 0.41). Working conditions had a positive and statistically moderate significant influence on teachers’ job performance with (r = 0.569, P < 0.05). Hence rejecting the earlier stated null hypothesis. The results also showed a standardized coefficient of (β = 0.324) for working conditions. A sign that more was needed to curb this vice. The study, therefore, recommends that schools should motivate their teachers to enhance teachers’ job performance.
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