This study investigated the relationship between organisational support practices and job performance of teachers in government-aided Primary Schools in Bushenyi-Ishaka Municipality in Uganda. The objectives of the study were to find out the relationship between remuneration and job performance of teachers, to establish the relationship between career development and job performance of teachers, and to determine the relationship between recognition and job performance of teachers in government-aided primary schools in Bushenyi-Ishaka Municipality. The study employed a mixed-methods approach, utilising a cross-sectional design to gather data from a sample of teachers through a self-administered questionnaire. A dual analytical approach was applied, incorporating both descriptive and inferential statistical methods. The descriptive analysis involved calculating frequencies, percentages, and mean scores, while the inferential analysis utilised correlation and regression techniques to examine relationships between variables. The findings revealed a strong, positive correlation between organisational support practices (including compensation, professional growth opportunities, and acknowledgement) and teacher job performance. Based on these results, it is evident that fair compensation, opportunities for career advancement, and recognition are essential drivers of teacher performance. To improve teacher job performance, stakeholders such as the Ministry of Education, Local Governments, and school administrators are advised to focus on enhancing teacher compensation, fostering professional development, and implementing meaningful recognition practices
Nagasha et al. (Wed,) studied this question.