The Effectiveness of Performance of Teachers in Government Aided Secondary Schools: Evidence from Uganda

In this study centered on the Kasese district in western Uganda, we investigated the effectiveness of instructors in government-aided secondary schools. Employing a post-positivist research paradigm, a cross-sectional research design was utilized. The study involved 18 education stakeholders and 234 secondary school teachers from 25 government-aided secondary schools in Kasese. Both probability and non-probability sampling methods were employed for participant recruitment. Quantitative data analysis was conducted using SPSS version 24, with results displayed using descriptive and inferential statistics. Qualitative findings were analyzed through content analysis and presented using verbatim excerpts. Ethical clearance for the study was obtained from the Uganda National Council for Science and Technology (UNCST), building upon initial clearance from the Research Ethics Committee of Mbarara University of Science and Technology (MUST-REC). The results indicate a commendable performance by teachers, with an average score of 4, nearing the maximum score of 5. A gap was observed between quantitative and qualitative results, revealing high performance based on quantitative data but contrasting findings qualitatively. Enhancing teacher performance in Kasese and other regions in Uganda demands improved inspection, remuneration, and human resource practices.