Performance Management and Teacher Effectiveness in Primary Schools in Bulaago Coordinating Centre, Bulambuli District, Uganda

Abstract

This study examined the influence of performance management on teacher effectiveness in primary schools in Bulaago Coordinating Centre, Bulambuli District, Uganda. Informed by the Goal Setting Theory, the measures of performance management were goal setting, performance appraisal, and career development. The measures of teacher effectiveness were content knowledge, personal conduct, pedagogical effectiveness, professional effectiveness, and classroom management. This study employed a correlational research design with a sample of 102 teachers. Data were collected using a questionnaire and analysed using partial least squares structural equation modelling (PLS-SEM). PLS-SEM results revealed that while goal setting and career development had a positive and significant influence on teacher effectiveness, performance management appraisal had a positive but insignificant influence on teacher effectiveness. The study concluded that goal setting is important for teacher effectiveness, improper implementation of performance appraisal makes it fail to enhance teacher effectiveness, and career development is necessary for teacher effectiveness. The recommendations of the study are to the effect that administrators should emphasise goal setting in the management of schools, should improve the way of implementing appraisal, and the Ministry of Education and Sports, and school administrators should support teacher career development to enhance their effectiveness.

Keywords

• appraisal
• career development
• effectiveness
• goal setting
• management
• performance
• teaching