«INFLUENCE OF TEACHERS’ PROFESSIONALISM ON TEACHER PERFORMANCE IN BUSIRO COUNTY SECONDARY SCHOOLS, WAKISO DISTRICT BY MARGARET NABUKENYA BA (EDUC.) ...»
Figure 4.2: Head teachers and Deputies responses on how the code of conduct enhances
Head teachers and deputies‟ responses in Figure 4.2 reveal that nearly half of the sampled head teachers and their deputies that is, 20 (64.5%) indicated that through being honest with one‟s duties and ensuring the offering of service, teachers‟ commitment is enhanced while a half of them stated that once one is respectful of one self and others, one‟s commitment is enhanced. This implies that following the above mentioned core values of the code of conduct could lead to high teacher performance. Nearly above half 15 (75%) of the respondents revealed that once a teacher practices fairness among those that he serves, that teacher is bound to be committed. The other respondents who are nearly a half 9 (45%) and slightly above a quarter 13 (65%) also made a mention of equality, trust and integrity as ways which a teacher can put in practice and hence have his/her commitment enhanced. These findings indicate that teachers who live in line with the above ways are bound to have their commitment enhanced.
Similarly, on how the commitment of teachers can be enhanced, a question was asked; how
can we enhance the commitment of teachers? Their answers were summed up as in Table 4.8:
Table 4.8: Head teachers and deputies’ responses on how teachers’ commitment
Findings in table 4.8 reveal that whereas over half of the respondents believed that it is through motivation that teachers‟ commitment can be enhanced, above a quarter 10 (32%) thought that attractive salaries could work better. In addition, a quarter of them mentioned that appraisals can also enhance teachers‟ commitment and 7(23%) mentioned awards. Over half of the respondents revealed that monitoring is a good way through which teachers‟ commitment can be enhanced and nearly half 15 (48%) believed that supervision does enhance teachers‟ commitment. Whereas a half of them talked of giving incentives, 15 (48%) mentioned about good remuneration slightly above half said that constant reminder could be another way of enhancing teachers‟ commitment and 13(42%) emphasized active participation. These findings illustrate that enhancing teachers‟ commitment using the above aspects in Table 4.8 can lead to high teacher performance.
To supplement on the above views, one respondent said, “Also to enhance teachers‟ commitment, administrators should set up programmes which involve teachers and keep them busy.” (Teacher in a focus group discussion,
In the findings, respondents also revealed the following as the salient ways through which teachers‟ commitment can be enhanced. These ways included, delegation, involvement in decision-making, recognizing those teachers who are hard working during staff meetings.
These were re-emphasized by some deputy head teachers in the interview, where one deputy head teacher emphatically said that, “In fact, when a teacher performs well his or her duties, she deserves to be recognized by being pointed out as an example during our staff meetings” Similarly, another head teacher pointed out that, “To enhance our teachers‟ commitment, we do delegate them when preparing for some of the school functions and we also involve them in decision-making especially during staff meetings (Interview with head teachers and their deputies in another sample
To establish the various aspects for low teacher commitment a question was asked by the researcher, “what factors are responsible for low teacher commitment?” The answers received are tabulated in Figure 4.3 as follows.
Figure 4.3: Head teachers and deputy head teachers’ response on factors responsible for
Findings in figure 4.3 reveal that all respondents in the different sampled schools reported that lack of monitoring and supervision 31 (100%) is the most common factor responsible for low teacher commitment, and nearly all 25 (81%) took low allowances to be the next factor. This implies that these two factors affect teachers‟ commitment which in turn affects teachers‟ commitment and hence the implied performance of teachers. The more the monitoring, supervision and increased allowances the higher the performance of teachers. Half of the respondents (52%) said that lack of delegation in schools has led to low teacher commitment, and nearly a quarter said low teacher commitment is due to low remuneration and this was taken as the least factor for low teacher commitment.
To supplement on the respondents‟ views, a closed question was put to head teachers and deputies. What measures do you use as head teachers and deputies to ensure that teachers remain dedicated, cooperative, and willing to accomplish their assigned duties? Their
responses were then interpreted and thematized as follows in Figure 4.4:
Figure 4.4: Respondents’ views on measures used to ensure teachers’ dedication,
From findings in Figure 4.4, it is revealed that all respondents gave attendance of assessment meetings 31 (100%) by the teachers as the commonly used measure for ensuring teachers‟ dedication, cooperation and willingness to their duties, it was followed by giving of extra duties to teachers and attendance of extra-curricular activities 26 (84%). The other measure used was that of checking on the exercises that teachers give students and this was represented by 18 teachers (58%) and lastly a check on teachers‟ voluntary aspect on work 14 (45%). The findings in Figure 4.7 demonstrates that with the use of the above measures, teachers‟ dedication, cooperation and willingness to accomplish their duties is ensured and hence this leads to better performance.
Although 100% of the respondents indicated that attendance of assessment meetings by teachers shows teachers‟ dedication, cooperation and willingness to their duties, the interview in the focus group discussion with teachers revealed that in reality it is the teachers‟ commitment to all school rules and regulations stipulated in their terms of service that shows their cooperation, dedication and willingness to their assigned duties. Many teachers endeavour to fulfill and live in accordance with what the schools require of them. In this line, one teacher respondent said that;
“One reason for being dedicated cooperative, and having a sense of willingness and belongingness is that we teachers want to ensure that the schools in which we work excel, become role models and that we keep own profession shining. But all this can be reflected in hiring in accordance to own rules and regulations stipulated in our terms of service. By fulfilling our assigned duties, we live by the measures set”.
When asked how they ensure that their teachers maintain the pride they have in them as their leaders in schools, the head teachers and their deputies responded as summarized in Table 4.9;
Table 4.9: Respondents’ views on how they maintain the pride their teachers have in
From Table 4.9, the findings reveal that all the sampled head teachers and their deputies 31 (100%) are respectful and 28 (90%) keep their teachers motivated. This is an indication that the pride the teachers have in their head teachers and their deputies is built on respect and motivation which in turn makes them to work harder at achieving the goals and objectives of their schools which in turn is an indicator of these teachers‟ high performance. On the other hand, the head teachers and deputies try to delegate their teachers and this also demonstrates teachers‟ involvement in the various school activities which in turn leads them to perform highly.
The findings in Table 4.9 when analyzed in detail make some significant revelations;
(i) Head teachers and deputies from for-profit schools have no pride of their teachers since all who are not trustworthy are from these schools and their lack of honesty is associated with lack of developing their teachers‟ carrier.
(ii) Head teachers who also not make an effort to be exemplary are from for-profit schools and these also do not involve their teachers in decision-making.
(iii) Head teachers and their deputies from denominational and government aided schools because of being honest and developing their teachers‟ careers do draw the pride of their
Noting further, the head teachers and deputies were asked. Is there anything you would wish to say about how your teachers plan, teach and assess the students? Do you have any queries about their records of work, examinations or methods used in teaching? They answered as follows. Firstly one head teacher from a government aided but denominational school said, “At the beginning of the term, the first thing I do in my school is to ensure that the director of studies collects all the schemes of work for teachers for check up and then I make sure that together with my deputies we do sign them” (Revealed by a head teacher of one of the sample schools, April 2009).
According to the experience of one deputy, however, he said, “Checking whether teachers plan for their lessons is a bit hard, but what we do to ensure that they teach and assess students, we usually monitor them during class hours and as for the assessment, every month we hold an assessment meeting to evaluate students‟ performance” (Interview with head teachers and deputies in one of the
To make more emphasis on teachers‟ assessment and teaching, one other head teacher pointed out that;
“In fact, we not only monitor but we supervise and ensure that teachers have to sign in a book put in the head teachers‟ office to clarify their presence in class. For assessment, we not only hold meetings at the end of the month but weekly and termly and this gives us the picture of the teachers‟ commitment to plan, teach and assess students.” (Revealed by a head teacher in one of the sample schools, April, 2009).
On whether they have any queries one emphatically said, “Actually, because of the strict supervision and monitoring, constant chew ups of student exercise books and evaluation meetings held, it is hard for teachers not to record the work they give students, it is also hard not to record examination marks” (Head teacher in one of the sample schools, April 2009).
Another was even more critical, and indicated a delicate situation where he stated that;
“Some of us in for-profit schools are finding it very hard to check whether teachers teach, assess or even plan because commanding these teachers who do not receive their salaries in time is hard. But any way, no one is to blame our directors sometimes are not approachable, all the time, there is no money. In fact, working in a situation where there is no money is hard” (Interview with a deputy in one of the sample
Concerning the times teachers are motivated and how it is done, the researcher asked the members of the Board of governors to indicate the times they motivate their teachers and how they do it. The question was; how often do you motivate them and how do you do it? Their
responses were as follows in Figure 4.5:
Figure 4.5: BOG’s indication of the number of times they motivate teachers
The data in figure 4.5 reveals that out of the 10 members of the different Boards of Governor 10 (100%) reported that they motivate their teachers annually while a half of them 5 (50%) stated that they motivated their teachers weekly, three quarters of the respondents 8 (80%) said that they do it termly and slightly above half 6 (60%) said that they do it monthly. However, there are some who abstained from saying anything and these were left out of the calculations.
The above findings indicate that the more times teachers are motivated the more they get committed and the more they perform.
During interviews with the members of the BOG, the researcher discovered that in most cases, teachers are given food baskets, accommodation and transport allowances, awards or gifts. To understand the issue of the teaching method the members of the Board of Governors and local district education officials encourage teachers for frequently use for effective learning the researcher asked the members of the BOG to give their opinion about it: What type of teaching methods would you encourage your teachers to frequently use to ensure effective learning?
Their answers were interpreted and summarized as in figure 4.6 below:
Figure 4.6: B.
O.G’s opinion on the teaching methods needed for use by teachers to
indings in figure 4.6 indicate that the members of the BOG who encourage teachers to use the integrated approach of teaching and learner centered found the two methods very effective and handy in ensuring effective learning. These were 10 (100%). This finding demonstrates that through integrated methods of learning, commitment is exhibited because teachers strive to ensure that as students carry out their research they become more challenging and so it requires them as teachers to even work harder, in so doing, their performance is boosted.
Those who followed stated that teacher-student method would be a good approach for teachers to use because it encourages both parties to participate thereby portraying a clear picture of the commitment which then enhances the performance of teachers. These were also 9 (90%). A half 5 (50%) of them went on to say that internet use would be better, meaning that this method would encourage learners to use and search for knowledge worldwide from various sources. However, this would also require teachers to work hard at their internet skills so as to be able to meet the challenges that students would come with to class and by so doing this would lead to their high performance.