Abstract: Teachers’ performance is a matter of concern, especially in settings where teachers are not properly motivated to achieve satisfaction in their jobs. Several covariates are likely to predict the performance of teachers, especially the way they perceive their workplace as being fair and conducive to their participation. The present study aimed to establish the influence of organizational justice on teachers’ performance in private secondary schools of Mitooma District in Uganda. The study adopted a cross-sectional design, using quantitative techniques of data collection and analysis. The population was 463 teachers in 19 private schools. All teachers were involved in the study, using a census. A self-administered questionnaire was used to collect the data. The findings revealed a statistically significant association between organizational justice and teachers’ performance (β=0.537, P<.01); Overall organizational justice accounted for 41.0% of the variance in teachers’ job performance. The study concludes that organizational justice is important in teachers’ performance. It is recommended that private secondary schools in Mitooma ensure better distributive, procedural and transactional justice among their teachers to enhance their performance.

Abstract: The study investigated the effects of professional development programmes on teachers’ performance in public secondary schools in Arusha City. Specifically, the study assessed factors that influence effectiveness of professional development programmes and possible ways of improving the effectiveness of professional development programmes offered in public schools. The study was guided by Bacon’s Theory of Performance. Convergent mixed methods design was adopted. The study targeted a population of 1962 (850 teachers, 35 school heads, 27 WEOs & 1 DSEO) in 35 secondary schools. Sample size consisted of 271 (255 teachers, 9 school heads, 6 WEOs & 1 DSEO). Teachers were selected through stratified simple random sampling techniques while school heads, WEOs and DSEO were purposively sampled. Data collection was done through questionnaires and interview guide. Validity was established through expert judgment whereas reliability (TQ; r=0.723) was determined using Cronbach’s Alpha method. Credibility of qualitative data was established through triangulation. Descriptive statistics was used to analyses quantitative data in the SPSS version 25 and results were presented in tables, while qualitative data were analyzed thematically and presented in narrative forms. The results show that teachers perceive market demand as the most influential factor, indicating the need for professional development programmes that align with current job market requirements. The study concluded that the effectiveness of professional development programmes in public schools can be significantly enhanced by allocating more resources, promoting continuous improvement and securing political support. The study recommends healthy supervision mechanisms to ensure proper curriculum implementation.

Abstract: This study assessed the influence of incentives on teachers’ performance in public secondary schools in Arusha City. The study examined the factors that influence the provision of incentives to teachers in public secondary schools and determined how incentives given influence teachers’ job performance in public secondary schools. The study was guided by Expectancy Theory of Motivation. Sequential Explanatory Design and mixed methods approach were adopted. Data were collected using the questionnaire and interview guide. The sample size consisted of 180 respondents (162 teachers, 9 school heads, 9 WEOs and one DSEO) drawn from a population of1673. Validity was established through expert judgment whereas reliability was determined in a pilot study and r = 0. 887, was obtained using Cronbach Alpha Method. The reliability of qualitative instruments was ensured through triangulation techniques. Quantitative data was analyzed using descriptive statistics in the SPSS version 23 and results were presented in tables. Qualitative data was analyzed thematically alongside research questions. The study revealed that government financial support, teacher productivity, effective school management, community support, and a conducive school environment are factors for provision of incentives. Moreover, incentives offered in secondary schools significantly influence teachers’ performance, by encouraging extended work hours, reducing stress, enhancing productivity, and promoting a sense of appreciation and motivation. The study recommends that management of public secondary school in Arusha City should focus on maintaining and improving high-impact incentives such as leave policies, improved working environments, and job promotions. These are crucial for retaining and motivating teachers.

Abstract: The study evaluated teachers’ perceptions of Human Resource Management procedures and their level of job satisfaction in Mbarara City’s government-aided secondary schools. Government policies formed the basis of Human Resource Management Practices in government-aided schools, which varied primarily depending on whether the Human Resource Management Practice was run by the Board of Governors of the school or the Ministry of Education and Sports. There are several similarities and divergences in the way various human resource management approaches are implemented. Pay policies differed according to the school’s revenue level, the subjects taught, and the additional duties that instructors had. There was some similarity in the institutions’ recruitment and performance appraisal structures. It has been discovered that age and years of service are two demographic factors that affect job satisfaction. The results of mean comparison tests indicated that teachers who had been in the classroom for a longer period were less happy with their professions. Nonetheless, the level of job satisfaction among educators remained constant despite variations in workload, gender, and administrative duties. Although the strength of the relationship differs throughout practices, there are notable benefits of human resource management practices on job satisfaction. The two most important factors that predicted teachers’ job satisfaction were pay and training. According to the study, Headteachers and other school administrators should think about reviewing teacher pay and training; policymakers, like the Ugandan Parliament, should examine the best human resource practice packages that secondary school administrators can use to improve teacher job satisfaction; and policy implementers, like the MoES and school management, should put in place policies that improve teachers job satisfaction.

Abstract: This study evaluated the effectiveness of disciplinary measures in public secondary schools in Arusha City. The study focused on disciplinary procedures followed to address the professional misconduct among teachers in secondary schools and the effectiveness of various disciplinary procedures followed in influencing teachers’ conduct in secondary schools. The research was guided by organizational behaviour theory and convergent mixed methods design with sample size of 132 (116 teachers, 7 school heads, 7 WEOs, one TSC and one DSEO) respondents from a population of 1215. The study used simple random to select teachers and purposive sampling to select other respondents. Instruments used were questionnaires, interview guides, and documentary analysis validated by human resource experts while reliability (r = 0.920) was ascertained by Cronbach alpha method. Descriptive statistics techniques were employed to analyze quantitative data and presented in figures, tables of frequencies, percentages, and mean rating. While qualitative data was analysed thematically. The study revealed that misconduct among teachers is normally reported to the school administration, an investigation is conducted, the teacher is informed in writing about allegations, a disciplinary committee is formed, a formal disciplinary hearing is held and the disciplinary committee makes a decision which can be effectively implemented by maintaining order, professionalism, conflict resolution and compliance with education Act and regulations. In conclusion, the procedures for administering disciplinary measures to teachers require clarity, transparency and compliance with national regulations. The study recommends that teachers should be familiar with the codes of conduct and professional ethics to avoid unintentional violations.

Abstract: The study examined the Effects of teachers’ recognition on secondary school students’ academic performance in Arusha District Council, Tanzania. Objectives were to assess the extent to which teacher’s recognition influences students’ academic performance and the effective strategies to enhance teacher’s recognition in public secondary schools. Social Action Theory guided the study. Sequential explanatory design was adopted. Sample size consisted of 172 (162 teachers, 9 school heads and one DSEO) from 9 public secondary schools. Teachers were selected through stratified and simple random sampling techniques. School heads and one DSEO were purposively sampled. Questionnaires and interviews were employed to collect data. Validity was established through expert input. Reliability was determined using Guttman split half method and reliability index, TQ; r=0.987 was reported. Credibility of qualitative instrument was established through detailed reporting of the research process. Descriptive statistics was used to analyze quantitative data in the SPSS version 25 and results were presented in tables. Qualitative data underwent thematic analysis and was presented in narrative forms. Results show that teacher recognition plays a crucial role in influencing various aspects of teaching and learning ultimately leading to improved student academic performance. In conclusion, enhancing teacher recognition in public secondary schools is crucial for improving teacher motivation, job satisfaction, and overall performance. In recommendation, a culture of teacher recognition within a school should be initiated and supported and a collaborative environment where teachers feel valued and motivated to excel should be created. This may lead to higher academic achievements among students.

Abstract: Competency-based Curriculum (CBC) has been implemented in various educational systems around the world, including Uganda, with the aim of improving the quality of education and preparing students for the demands of the 21st century. This paper analyzed the implementation of competency-based curriculum in the Luganda language classroom in selected secondary schools in Rubaga Division, Kampala district. The study was guided by the multiple causation model and a case study design alongside a qualitative approach as reflected in both data collection and analysis. This study was carried out in five secondary schools in Rubaga division, Kampala district, Uganda. . Data was collected using Focus Group Discussions, interview guides and documentary review method. The data was analyzed and the findings showed that awareness of the competency-based learning practices among teachers requires effective use of information and communication technologies for teaching and to engage teachers more in planning within evaluative and accountability frameworks. The study revealed the need for effective implementation of CBC to strengthen various language competencies among students, because these competencies are necessary in society which adopt various language competencies among learners. The challenges encountered are inevitable but there must be collective effort to address them. Therefore, the study recommended that the Luganda teachers in secondary schools in Rubaga Division should be trained more in regard to CBC implementation and be provided with adequate teaching–learning materials. In addition, the funding should be strengthened to ascertain effectiveness of the implementation process.

Abstract: Transitioning to school is a significant developmental milestone for young children, and it is seen as a crucial “sensitive period” for future academic success. Despite the potential for such programs to have broad effects, little is known about the effects of intervention tactics in early childhood education programs on school preparation. This paper aimed at finding out the influence of social interaction interventions used by teachers on school readiness among pre-primary learners in Konoin Sub-County, Kenya. The study used descriptive survey design and targeted 312 pre-primary school teachers and 5 Ward Education Coordinators. A sample size of 172 teachers and 5 Ward Education Coordinators was used. Questionnaires and interview guides were used to collect data. Expert judgement was used to ascertain the validity while reliability was ascertained through piloting and use of Cronbach Alpha Coefficient. Quantitative data was analysed using frequencies, percentages and Pearson Correlation analysis. Qualitative data were thematically analyzed. The analyzed information was presented in tables and Figures. The study found out that there was a significant correlation between social interaction interventions (r = .278; p = .000), and school readiness. The study concluded that social interaction interventions influenced learners’ school readiness. For effective pre-school readiness, instructional support needs to be tailored to the needs of each child by the teachers, considering their strengths, interests, and learning styles. The study findings would enable early childhood education teachers to learn how to introduce learners to the school learning process by assisting them to adjust to a different environment from home.

Abstract: According to the current study, pre-primary and primary teachers who are not trained in educational psychology can benefit from training, which will enhance their ability to teach and increase student engagement and outcomes. Data were gathered from elementary school instructors, both qualified and non-certified. An open-ended questionnaire with a set of questions was given to 12 participants in order to gather information for thematic analysis. These participants were selected since they teach as uncertified teachers. The goal of the study was to determine how educational psychology training programs affect the quality of instruction provided to uncertified pre-primary and primary teachers in Rwanda. Interviews with all study participants were done in order to assess changes in teaching methods, student participation, and general educational quality following the implementation of educational psychology training. These interviews were followed by observations made in the classroom. The positive impacts of such training on teachers and students show the need of such training in tackling the educational challenges faced by uncertified instructors.

Abstract: This paper established factors leading to the pre-service education student’s choice of teaching as a career. The third and fourth year pre-service education students from six public and private universities in Kenya were the respondents. Concurrent mixed method approach was employed in this study. Purposive, cluster and convenience sampling methods were used. Data were gathered using questionnaires and interviews. In data analysis, frequencies, means and standard deviation were used. The study established that the following factors affected pre-service education student’s decision to become teachers. (i) Fallback, (ii) External factors, (iii) Self-concept (iv) Altruistic reasons (v) Extrinsic reasons and (vi) Intrinsic motivation. The findings established that all the influential factors were important to the pre-service education students to join the teaching profession. None of the influential factors was very important to their decision to choose teaching as a career. The pre-service education students pointed out that their high school grade is what really determines their career path. Fallback as one of the influential factors was found to have been slightly important in their decision to enter the teaching profession.