Establishing the Relationship between Basic Pay and Performance of Teachers in Primary Schools in Uganda – Ibanda District
- August 31, 2019
- Posted by: RSIS
- Category: Social Science
International Journal of Research and Innovation in Social Science (IJRISS) | Volume III, Issue VIII, August 2019 | ISSN 2454–6186
Nuwatuhaire Benard (PhD)1 and Assumpta Tushabirane2
1Kampala International University, Uganda
2Ibanda University, Uganda
Abstract:-This study investigated the relationship between basic pay and performance of teachers in primary schools in Uganda – Ibanda District. The study adopted cross-sectional and correlational research designs on a sample of 155 using a self-administered and an interview guide. Data were analysed using both quantitative and qualitative data methods. The quantitative data analysis methods were descriptive statistics that included frequencies, percentages and means. Inferential analyses were correlation and regression. The descriptive results revealed that performance of teachers was good while basic pay was poor. Inferential results revealed that basic pay had a positive and significant relationship with performance of teachers. The study concluded basic pay is an imperative remuneration necessary for the performance of teachers. It was thus recommended that the government and school authorities should ensure that all teachers have basic pay regularly, equitably and timely.
I. INTRODUCTION
Education is a social process of transforming socioeconomic conditions of society. Therefore, education is a weapon for equipping society members with skills, relevant knowledge and habits for survival in the ever changing world (Amuche & Kukwi, 2013). Education is a dynamic instrument of change, as such developed countries and those aspiring to develop have adopted it as an instrument for national development (Nakabugo, 2008). Therefore, effective performance of teachers is important for education to play its transformative role. Performance of teachers does not only depend on education levels but also on their working conditions basic pay being paramount (Mugizi and Nuwatuhaire 2019). In this study it was conceived that remuneration influenced performance of teachers.
Theoretical Review
The theory that underpinned this study was the Expectancy Theory by Victor Vroom (1964). The Expectancy Theory postulates that an individual tends to act in a certain way based on the expectation that the act will be followed by a given out come and on the attractiveness of that outcome to the individual (Robbins, Bergman, Stagg & Coulter 2014).
