Browsing by Author "Onzia, Hellen"

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    Teacher motivation and learner academic performance in private secondary schools in Arua city, Uganda
    (Muni University, 2024-02-22) Onzia, Hellen
    The fact that teachers are facilitators and motivators of learning who need to be motivated connected to declining academic performance necessitated this study on teacher motivation and learner academic performance. With specific objectives to examine relationship between teacher professional development, reward, job security, working conditions and learner academic performance. Informed by Abraham Maslow’s theory. Using cross-sectional study design, mixed method, on a sample of 156 respondents. The schools were clustered into rural and urban, stratified according to similar characteristics, purposive sampling was used to select administrators, random sampling to select teachers. Quantitative data analysis employed Descriptive statistics involving frequencies and percentages; inferential statistics involving Pearson correlation, and ANOVA while qualitative analysis involved grouping data into themes. Findings revealed a moderate positive correlation (r = 0.555) between teacher professional development and learner academic performance, a strong positive correlation (r = 0.6) between teacher reward and learner academic performance, a strong positive correlation (r = 0.678) between teacher job security and learner academic performance, a strong positive correlation (r = 0.667) between teacher working condition and learner academic performance. ANOVA for testing which elements of teacher motivation explained the variance in learner academic performance most, indicated teacher job security had coefficient of 0.330, sig. p = 0.003, teacher working condition had coefficient of 0.243, sig. p = 0.005, teacher reward coefficient of 0.127 sig. p = 0.159, teacher professional development had coefficient -0.009, sig. p= 0.931. Indicating teacher job security explained the variance most, coefficient of 0. 330.Then working condition coefficients of 0.243 and they had significant relationship with learner academic performance; teacher professional development and teacher reward having insignificant relationship with learner academic performance. Multiple regression analysis to determine the combined effect of independent variable on the dependent variable showed Multiple R = 0.712, Adjusted R2 = 0.491 where teacher motivation explained learner academic performance by 49.1%. compared to other factors not included in this study. It was concluded that teacher job security and teacher working conditions were of significance in explaining the relationship between teacher motivation and learner academic performance than teacher professional development and reward. The study recommends need to focus more on teacher job security and teacher working conditions that explained learner academic performance most. Support teacher professional development initiatives especially further studies. improve on teacher reward (salaries, fringe benefits).
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    Teacher rewards and learner academic performance in private secondary schools in Arua City
    (Uganda Management Institute, 2024-11-21) Onzia, Hellen; Edabu, Paul; Picho, Epiphany Odubuker
    Declining learner academic performance has been manifested in most private secondary schools in Arua City, and teachers are facilitators of learning who need to be rewarded, necessitating this study on teacher rewards and learner academic performance. Its objective was to examine the relationship between teacher reward and learner academic performance in private secondary schools in Arua City. Informed by Abraham Maslow’s theory, the study used a cross-sectional survey design and quantitative and qualitative methods on a sample of 156 respondents. The schools were clustered into rural and urban areas and stratified according to similar characteristics. Purposive sampling was used to select administrators and a random sample to appoint teachers. Quantitative data analysis employed descriptive statistics involving frequencies and percentages and inferential statistics using Pearson correlation, while qualitative research applied group data into themes. Based on the findings, it was clear that a strong positive correlation (r = 0.6) existed between teacher reward and learner academic performance. In particular, improvement in praises and gifts to teachers improved learner academic performance. The coefficient of determination R2 =0.445. Significance of the correlation p = 0.000 that justifies the conclusion that teacher reward significantly explained learner academic performance in private secondary schools in Arua City. Reward, especially low salaries and fringe benefits, limited financial performance bonuses advanced to teachers, accounted for decrease in learner academic performance by 36.0%. The study recommends supporting teacher reward initiatives in private secondary schools, especially regarding financial performance bonuses, salaries and fringe benefits that were not catered for to improve learner academic performance.